The purpose of this study was to investigate early interventionists perceptions of the feasibility of a parent language stimulation for families living in poverty. This study was designed to address the research gap on language stimulation programs for parents and children living in poverty. A qualitative review of the feasibility of the intervention was conducted to determine potential barriers and benefits in implementing the intervention as designed. The research study investigated early interventionists perceptions of the intervention using an open- ended interview. Four participants were recruited across North Dakota. Participants completed the interview on survey monkey. Previous research in child language development suggest that parents living in poverty have more parenting stress, less knowledge of child development, negative parenting beliefs, lower self-efficacy, and less emotional health that negatively affect the promotion of language development. The intervention program for this study, Enhanced Milieu Teaching (EMT), was used to address these concerns. Results showed that parents living in poverty can learn the EMT intervention. In addition, the findings of the study highlighted the call for using multiple level interventions with families living in poverty. Further, the findings identified specific teaching strategies to use when teaching the EMT intervention to poor families. Limitations of the study and future directions for the language stimulation intervention program and related research with families living in poverty are discussed in light of the current results from the study.
|Commitee:||Beste-Guldborg, Ann, Lee, Heather|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Subjects:||Early childhood education|
|Keywords:||Early intervention, Enhanced milieu teaching, Interview, Language stimulation program, Poverty|
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