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Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis

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Abstract

This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers’ effectiveness in implementing interventions to their children.

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Funding

This research was supported by a grant from the National Institute of Health’s Institute on Deafness and Other Communication Disorders (NIDCD), Grant # 1R21DC013599. We are grateful to the families who participated in this work, and the collaboration with Nationwide Children’s Hospital for supporting implementation of this study.

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Authors and Affiliations

  1. Crane Center for Early Childhood Research and Policy, The Ohio State University, 175 East 7th Avenue, Columbus, OH, 43201, USA

    Laura M. Justice, Jing Chen, Hui Jiang, Sherine Tambyraja & Jessica Logan

  2. Educational Psychology Program, The Ohio State University, Columbus, USA

    Laura M. Justice

  3. Quantitative Research and Evaluation Methods Program, The Ohio State University, Columbus, USA

    Jessica Logan

Authors
  1. Laura M. Justice
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Contributions

LMJ and JL co-conceptualized the experiment, received funding for the experiment, oversaw all study activities, supported data analyses and interpretation, and prepared and approved this draft. JC and HJ engaged in data preparation, data analyses, and statistical conclusions, to include developing code for survival analyses and preparing the results section. ST supported all fieldwork and data collection, managed external partners in this research, helped to develop measures including those of implementation, and prepared sections of this manuscript. All coauthors contributed to and approved this draft.

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Correspondence to Laura M. Justice.

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Research involving human participants and/or animals

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Provision of caregiver consent was provided for all parents and children enrolled in this study.

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Justice, L.M., Chen, J., Jiang, H. et al. Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis. J Autism Dev Disord 50, 1668–1682 (2020). https://doi.org/10.1007/s10803-019-03925-1

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