Journal articles: 'Parent talk'

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Barber, Jenny. "Developing parent talk." Child Care 7, no. 11 (November 2010): 24–25. http://dx.doi.org/10.12968/chca.2010.7.11.79315.

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Douglas, Ashli-Ann, Erica L. Zippert, and Bethany Rittle-Johnson. "Parent-Child Talk about Early Numeracy." Iris Journal of Scholarship 1 (May 12, 2019): 48–68. http://dx.doi.org/10.15695/iris.v1i0.4659.

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The goal of the study was to examine how the type of informal number activity in which parents and their preschoolers engage and parents’ math-related beliefs relate to parent-child exploration of an advanced early number concept. Parents and their preschoolers (n = 46) engaged in a videotaped play session and parents were surveyed about their math-related beliefs. The findings indicate that the type of informal number activity that parents chose to play with their children predicted how frequently they explored an advanced early number concept with them. Additionally, some but not all parents’ math-related beliefs were related to parent-child number talk. These results suggest that identifying games that facilitate specific number concepts may be a good way for researchers to help parents and children explore more advanced early number concepts frequently. The results also highlight the need for additional research on the role of parents’ math-related beliefs in their support of their children’s early learning and school readiness.

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Betts, Anastasia L., and Ji-Won Son. "Fostering Parent–Child Math Talk with the 4Cs." Mathematics Teacher: Learning and Teaching PK-12 113, no. 10 (October 2020): 791–99. http://dx.doi.org/10.5951/mtlt.2019.0161.

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Research shows that frequent, high-quality mathematics talk that is shared between parents and children can increase mathematics achievement. This article describes ways in which teachers can support parents in increasing the frequency and quality of parentchild mathematics interactions, leading to better outcomes for students.

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Tenenbaum, Harriet R., and Maureen A. Callanan. "Parents' science talk to their children in Mexican-descent families residing in the USA." International Journal of Behavioral Development 32, no. 1 (January 2008): 1–12. http://dx.doi.org/10.1177/0165025407084046.

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Everyday parent—child conversations may support children's scientific understanding. The types and frequency of parent—child science talk may vary with the cultural and schooling background of the participants, and yet most research in the USA focuses on highly schooled European-American families. This study investigated 40 Mexican-descent parents' science talk with their children (mean age = 5 years 7 months, range = 2 years 10 months to 8 years 6 months). Parents were divided between a higher schooling group who had completed secondary school, and a basic schooling group who had fewer than 12 years of formal schooling. Parents and children were videotaped engaging with science exhibits at a children's museum and at home. Conversations were coded in terms of parents' explanatory talk. In both contexts, Mexican-descent parents engaged children in explanatory science talk. At the museum, parents in the higher schooling group used more causal explanations, scientific principles explanations, and encouraging predictions types of explanations than did parents in the basic schooling group. By contrast, the only difference at home was that parents in the higher schooling group used more encouraging predictions talk than parents in the basic schooling group. Parents who had been to museums used more explanations than parents who had never visited a museum. The results suggest that while explanatory speech differed somewhat in two groups of Mexican-descent parents varying in formal schooling, all of these children from Mexican-descent families experienced some conversations that were relevant for their developing science literacy.

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Krcmar, Marina, and Matthew Allen Lapierre. "Revising a measure to assess consumer-related family communication patterns." Young Consumers 19, no. 1 (April 16, 2018): 87–104. http://dx.doi.org/10.1108/yc-07-2017-00718.

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Purpose This paper aims to revise an earlier version of a measure used to assess parent–child consumer-based communication to better capture how parents talk with their children about consumer matters. Design/methodology/approach Three separate studies were used to revise the measure. The first tested the original measure with parents and children in a supermarket to determine its predictive validity. The second utilized focus groups with parents to refine the measure. The final study sampled 503 parents via MTurk to test the performance of the revised measure regarding reliability and validity. Findings The first study found that the original scale did not perform well as it relates to predicting child consumer behavior. The second study used parents to describe in their own words how they talk to their own children about consumer issues. Using these insights, the final study used the redesigned scale and identified four dimensions to the consumer-related family communication patterns instrument: collaborative communication, control communication, product value and commercial truth. These four dimensions had good reliability, convergent validity and predictive validity. Research limitations/implications With an updated measure of parent–child consumer-based communication that more closely matches how parents talk to their children about consumer issues, this measure can help researchers understand how children are socialized as consumers. Originality/value This study offers researchers a reliable and valid measure of parent–child consumer-based communication that can help inform future studies on this important topic.

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Iven, Cari J., Evelyn G. Albritton, Beth B. Eaton, and James C. Montague. "A Pilot Study on the Effect of Training Parents of Language-Delayed Children in Pragmatic Interaction Strategies." Perceptual and Motor Skills 69, no. 1 (August 1989): 295–303. http://dx.doi.org/10.2466/pms.1989.69.1.295.

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This pilot study investigated pragmatic language training on parental expansion of interactive strategies, and a corresponding decrease in using questions and imperatives in parental communication with their language-delayed preschool children. Seven parent-child dyads participated, with the parents receiving training in the acquisition of six pragmatic categories, including reference, model, imitation, description, parallel talk, and expansion. Training results showed a significant increase in the parents' use of parallel talk and a decrease in their use of questions. Apparently in many applied instances parallel talk may incorporate the strategies of referencing, modeling, imitation, description, and expansion. Findings are discussed in terms of parallel talk functioning as a facilitator for language-delayed children.

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Berkowitz, Talia, Dominic J. Gibson, and Susan C. Levine. "Parent Math Anxiety Predicts Early Number Talk." Journal of Cognition and Development 22, no. 4 (June 21, 2021): 523–36. http://dx.doi.org/10.1080/15248372.2021.1926252.

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Grossman, Jennifer M., Alicia D. Lynch, Amanda M. Richer, and Lisette M. DeSouza. "Extended-Family Talk about Sex and Teen Sexual Behavior." Proceedings 6, no. 1 (November 14, 2018): 8. http://dx.doi.org/10.3390/iecehs-1-05710.

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Research shows that family sexuality communication is protective for teens’ risky sexual behavior, but most studies on this topic focus exclusively on the parent–teen dyad. The few studies that assessed extended family sexuality communication use a single item to measure this communication and showed mixed results as to whether it is associated with sexual risk behaviors for teens. The current study included cross-sectional survey data from 952 teens in the 11th and 12th grades. Structural equation modeling (SEM) was used to assess associations between teens’ sexual risk behaviors and communication with extended family about protection methods, risks of sex and relational approaches to sex. Results showed that, for sexually active teens, talk about protection methods was associated with fewer sexual partners and talk about risks of sex was associated with more sexual partners, even after accounting for talk with parents about sex and controlling for teen gender, racial/ethnic background and mothers’ education. Results suggest that extended family talk with teens about sex might protect them from risky sexual behavior, over and above the effects of teen–parent communication. However, the direction of the effect depends on the content of the conversations. Talk about protection might support teens’ sexual health, while talk about risks of sex with teens who have already had sex, might not be effective. These findings suggest the need to explore whether and how extended family could be included in health prevention and intervention programs, which currently focus on parents.

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Kim, Mary Shin. "The practice of praising one’s own child in parent-to-parent talk." Discourse Studies 19, no. 5 (July 12, 2017): 536–60. http://dx.doi.org/10.1177/1461445617715178.

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This study examines an underexplored area of self-praise: parents praising their own children. An examination of a corpus of Korean telephone conversational data reveals that the act of praising one’s own child is prevalent in parent-to-parent talk despite the social and interactional constraints on behavior that might be viewed as biased or bragging. In fact, such self-praise is not always treated as interactionally problematic and is often initiated by co-participants of the talk. This conversation analytic study identifies routine features and structures of this type of self-praise and shows when they emerge, how they are formulated and how they are responded to by recipients. The analysis shows what makes the self-praise possible or appropriate in interaction and highlights two common practices. In one, a praiseworthy matter about the speaker’s child is brought up by a co-participant, and the speaker takes the opportunity to praise the child. Thus, rather than directly praising the child, the speaker acts as an informant who is simply supplying more noteworthy details to add to the co-participant’s favorable account. In the other practice, a speaker conveys a praiseworthy matter as a piece of news about the child. By doing so, the speaker provides a rationale (informing the recipient) while at the same time eliciting the recipient’s uptake (assessment or appreciation). The study illustrates how self-praise plays an integral role in parental communities as parents engage in sharing and celebrating children’s milestones, achievements, or growth.

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Lee, Michelle M., Robert E. Lee, Faith Y. Troupe, and Amber V. Vennum. "Voices of foster parents of Sudanese refugee youths: Affirmations and insights." International Social Work 53, no. 6 (June 24, 2010): 807–21. http://dx.doi.org/10.1177/0020872809358396.

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Foster parents of Sudanese refugee adolescents were both gratified and frustrated by their desires to nurture, successfully parent, and socially interact and experience cultural differences with the youths. These parents coped with challenges with the help of God, family, peers and self-talk. Commitment to their wards typically was lifelong.

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Gelman, Susan A., Bruce Mannheim, Carmen Escalante, and Ingrid Sanchez Tapia. "Teleological talk in parent–child conversations in Quechua." First Language 35, no. 4-5 (October 2015): 359–76. http://dx.doi.org/10.1177/0142723715596646.

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Watson, Rita. "Literate discourse and cognitive organization: Some relations between parents' talk and 3-year-olds' thought." Applied Psycholinguistics 10, no. 2 (June 1989): 221–36. http://dx.doi.org/10.1017/s0142716400008535.

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ABSTRACTImplicit in much work on literate discourse and its consequences is the question of what relation exists between forms of discourse and cognitive organization. The focus of this article is the relation between specific features of literate discourse and paradigmatic organization in children's thought. Nineteen parent–child dyads were videotaped during bookreading when the child was 2½ years old. Three levels of object labels and reference to propositional attitudes were coded in parents' talk during bookreading episodes with their children. Three measures of paradigmatic organization in the child's thought were obtained at age 3½. The features of parents' talk were then correlated with measures of the child's thought. A significant correlation was found between superordinate level labels in parents' talk and all three measures of children's paradigmatic organization, but basic and subordinate level labels were not correlated. Parents' use of cognitive verbs and verbs referring to labeling and interpretation were also correlated with children's paradigmatic organization. The results are interpreted as indicating situation-specific organizational preferences in talk and thought.

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Hendrix, Nicole M., Robin L. Hojnoski, and Kristen N. Missall. "Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families." Topics in Early Childhood Special Education 39, no. 1 (February 22, 2019): 45–55. http://dx.doi.org/10.1177/0271121419831762.

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Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

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TARE, MEDHA, and SUSAN A. GELMAN. "Bilingual parents' modeling of pragmatic language use in multiparty interactions." Applied Psycholinguistics 32, no. 4 (April 7, 2011): 761–80. http://dx.doi.org/10.1017/s0142716411000051.

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ABSTRACTParental input represents an important source of language socialization. Particularly in bilingual contexts, parents may model pragmatic language use and metalinguistic strategies to highlight language differences. The present study examines multiparty interactions involving 28 bilingual English- and Marathi-speaking parent–child pairs in the presence of monolingual bystanders (children's mean ages = 3 years, 2 months and 4 years, 6 months). Their language use was analyzed during three sessions: parent and child alone, parent and child with the English speaker, and parent and child with the Marathi speaker. Parents demonstrated pragmatic differentiation by using relatively more of the bystander's language; however, children did not show this sensitivity. Further, parents used a variety of strategies to discuss language differences, such as providing and requesting translations; children translated most often in response to explicit requests. The results indicate that parents model pragmatic language differentiation as well as metalinguistic talk that may contribute to children's metalinguistic awareness.

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Yourell, Jacqlyn, Natalie Koskela-Staples, David Fedele, and Jennifer Doty. "99391 A TL1 Team Approach: The Role of Parents in Physical Activity Engagement Among Adolescents with Comorbid Asthma and Obesity." Journal of Clinical and Translational Science 5, s1 (March 2021): 143–44. http://dx.doi.org/10.1017/cts.2021.766.

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ABSTRACT IMPACT: Our research highlights the need for both parental and clinical support to promote PA engagement among higher risk youth with comorbid asthma and obesity; these findings will inform research and clinical efforts in the youth development, prevention science, and clinical psychology fields. OBJECTIVES/GOALS: Asthma incidence doubles in youth with obesity. Physical activity (PA) is beneficial for asthma management; however, parental influence on PA levels among youth with asthma and obesity is poorly understood. This study examines the association of parents and PA among youth with asthma and/or obesity, accounting for risk and protective factors. METHODS/STUDY POPULATION: Data from 5th, 8th, 9th, and 11th-graders were obtained from the 2019 Minnesota Student Survey (N=96,820). Linear regressions examined the impact of parent connectedness on PA across 4 groups (neither asthma nor obesity [OB], asthma only, OB only, comorbid asthma/OB). The p-value for significance was set at p<.001. For PA, youth reported how many days they were physically active (≥60 min/day) in the last week. Two items assessing youth perception of parent care and ability to talk to parents about their problems were used to measure parent connectedness. BMI was calculated using self-report height/weight, age, and gender. Control variables included age, race/ethnicity, and free/reduced lunch eligibility. Models 2-4 retained parent connectedness variables and added risk and protective factors. RESULTS/ANTICIPATED RESULTS: In Model 1, both parent variables significantly predicted PA for each risk group (β ranges: parent care=.07-.09; parent talk=.04-.05, p<.001), except for the asthma/OB group (parent talk: p>.001). Models 2 and 3 added risk factors. Depression was the most salient risk factor, particularly for the highest risk group (asthma/OB; β =-.13, p<.001). Safe neighborhood was positively associated with PA for all groups (βs= .05, p<.001) except the asthma/OB group (p>.001). In Model 4, extracurricular activity involvement (protective factor) was positively associated with PA across all groups (β ranges=: .07-.11, p<.001), and depression remained significant across all groups (β ranges=-.11 to -.14, p<.001). For models 2-4, only parent care remained significant for the neither asthma nor OB group (β =.04, p<.001). DISCUSSION/SIGNIFICANCE OF FINDINGS: Results demonstrate that although parent care is an important protective factor for youth PA engagement, it is less impactful when additional risk factors (e.g., depression) are present, particularly among the highest risk group (comorbid asthma/OB). Thus, clinical support is needed in addition to parent support among higher risk youth.

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Richards, Jeffrey A., Jill Gilkerson, Dongxin Xu, and Keith Topping. "How Much Do Parents Think They Talk to Their Child?" Journal of Early Intervention 39, no. 3 (June 21, 2017): 163–79. http://dx.doi.org/10.1177/1053815117714567.

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This study investigated whether parent perceptions of their own and their child’s levels of talkativeness were related to objective measures recorded via the Language Environment Analysis (LENA) System. Parents of 258 children aged 7 to 60 months completed a questionnaire on which they rated how much they and their child talked. Six months previously, they had recorded in their home language environment using the LENA System. Compared with recording measures, parents tended to overestimate how much they talk to their child, but were somewhat closer when estimating their child’s talkativeness. Results were similar for a smaller sample with concurrent recordings, indicating that calibration of talk volubility is challenging without a reference standard. An important implication is that parents’ motivation to participate in language-focused interventions may be reduced. That is, parents who overestimate how much they talk to their child may also underestimate what they could do to enhance their child’s home language environment.

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Grossman, Jennifer M., and Amanda M. Richer. "A Longitudinal Look at Family Communication about Sexual Issues." Sexes 3, no. 1 (February 23, 2022): 164–77. http://dx.doi.org/10.3390/sexes3010013.

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Parent–child communication about sex and relationships can protect adolescents from risky sexual behaviors, but few studies investigate how family talk may change over the course of development from adolescence to emerging adulthood. This current study uses thematic analysis to explore continuity and change in perceived talk with parents about sex and relationships, following a United States sample of 15 adolescent participants over three time points: early adolescence (age 13–14), middle adolescence (age 15–16), and emerging adulthood (age 20–21). Analyses addressed participants’ experiences of talk with parents about sex and relationships (comfort, engagement) and the content of talk: dating and relationships, pregnancy and parenting, protection, STIs, and sexual behavior. Findings show that family communication about sex and relationships extends from early adolescence to emerging adulthood, but changes in content to reflect shifts in adolescent and emerging adult development. Further, while positive engagement and comfort with talk about sex remain relatively high over time, participants’ discomfort and negative engagement appear to increase, highlighting challenges for ongoing family communication. These findings suggest a meaningful, ongoing role for parents in family communication about sex and relationships as their children develop, and suggest some opportunities and challenges that parents may face through this process.

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ROBINS, SARAH, and REBECCA TREIMAN. "Talking about writing: What we can learn from conversations between parents and their young children." Applied Psycholinguistics 30, no. 3 (July 2009): 463–84. http://dx.doi.org/10.1017/s0142716409090237.

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ABSTRACTIn six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity between print and speech by using the wordssay,name, andwordto refer to both spoken and written language. Parents could differentiate writing and drawing by making syntactic and semantic distinctions in their discussion of the two symbol systems. Our results indicate that parent speech includes these types of information. However, young children themselves sometimes confuse writing and drawing in their speech.

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Eason, Sarah H., Michelle A. Hurst, Kassie Kerr, Amy Claessens, and Susan C. Levine. "Enhancing parent and child shape talk during puzzle play." Cognitive Development 64 (October 2022): 101250. http://dx.doi.org/10.1016/j.cogdev.2022.101250.

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Aznar, Ana, and Harriet R. Tenenbaum. "Gender and age differences in parent-child emotion talk." British Journal of Developmental Psychology 33, no. 1 (November 12, 2014): 148–55. http://dx.doi.org/10.1111/bjdp.12069.

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Tenenbaum, Harriet R., and Jill M. Hohenstein. "Parent–child talk about the origins of living things." Journal of Experimental Child Psychology 150 (October 2016): 314–29. http://dx.doi.org/10.1016/j.jecp.2016.06.007.

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Peterson, Carole, Jessica McDermott Sales, Michelle Rees, and Robyn Fivush. "Parent–child talk and children's memory for stressful events." Applied Cognitive Psychology 21, no. 8 (2007): 1057–75. http://dx.doi.org/10.1002/acp.1314.

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Pollard-Durodola, Sharolyn D., Jorge E. Gonzalez, Teresa Satterfield, José R. Benki, Juana Vaquero, and Camille Ungco. "Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge." Reading Teacher 71, no. 3 (July 24, 2017): 335–45. http://dx.doi.org/10.1002/trtr.1615.

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Wulandari, Oksyta. "PEMELIHARAAN HUBUNGAN ANTARA ORANGTUA YANG BERCERAI DAN ANAK (STUDI KUALITATIF DESKRIPTIF KOMUNIKASI ANTARPRIBADI ANTARA ORANGTUA YANG MEMILIKI HAK ASUH DENGAN ANAKNYA)." Komuniti: Jurnal Komunikasi dan Teknologi Informasi 8, no. 1 (January 3, 2017): 3. http://dx.doi.org/10.23917/komuniti.v8i1.2928.

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Family is the smallest social unit in the society. Family also has an important role in the personal development in a child. However, today divorce rate in Indonesia has increased and divorce will harm people involved, including children. Divorce triggers weakens relationship between parent and children. In relational maintenance there are several behaviors used to maintain relational maintenance between parent and children. So the researcher was interested to know relational maintenance behaviours between divorced parents who had custody of their children with their children. In this study the researcher used qualitative research method and purposive sampling as the sampling technique. The informants were: divorced man or woman who has custody of their child and the man or woman’s child. Three people were from each group were interviewed, totaling in 6 informants. The method to test data validity has source triangulation method by comparing interview and observation result from all data sources, and only selecting consistant data which has then used as data. The result of this showed that the applications of relational maintenance behaviours between parent who had custody of their children with their children consisted of several types,including positivity, openness and routine talk,assurances, task and sharing, supportiveness,joint activities, humor, and constructive conflict management. However not all relational maintenance behaviors do by divorced parents who had custody of their children with their children. Some relational maintenance behaviors performed by divorced parents who had custody of their children with their children were: positivity, supportiveness, joint activities, humor, and constructive conflict management. Meanwhile, relational maintenance behaviors that is not performed by divorced parents who had custody of their children with their childrenwere: openness and routine talk and task and sharing that based on the lack of frequency of face-to-face between parents and children. Generally, relational maintenance performed by parent who had custody of their children with their children.

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Irvin, Dwight W., Kathryn M. Bigelow, Amy Turcotte, Nick Eastwood-Tallmon, and Anna Wallisch. "Talk Around Town: A Mobile Phone Application to Support Parent–Child Talk in the Community." Families in Society: The Journal of Contemporary Social Services 101, no. 1 (October 20, 2019): 21–33. http://dx.doi.org/10.1177/1044389419867008.

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Supports are largely absent and tools are scarce to assist parents receiving home-based early intervention services (e.g., Early Head Start) with enriching the language learning environments of young children beyond home to the community. Talk Around Town is a wayfinding mobile application designed to provide real-time, location-specific, evidence-based communication strategies to parents in community settings (e.g., park, community center, store, library). The application uses Global Positioning System (GPS) functionality within smartphones and Google Maps to support caregiver talk in community locations. The purpose of this pilot study is to examine early childhood service providers’ and parents’ perceptions of Talk Around Town. Overall, parents and early childhood service providers’ perspectives were largely positive. Implications for future research are discussed (e.g., tailoring the application for Department of Human Services caseworkers).

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Goldman, Laurence Richard. "Ethnographic interpretations of parent-child discourse in Huli." Journal of Child Language 14, no. 3 (October 1987): 447–66. http://dx.doi.org/10.1017/s0305000900010230.

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ABSTRACTThis paper seeks to account for a culturally patterned set of analogic renamings found in Huli baby talk, nursery rhymes and children's verbal games. These socialization activities evidence a marked concern with body motifs and appellations. In accordance with ethnographic paradigms of explanation, the frame of reference is broadened to include consideration of inter-adult behaviour involving ‘talk about the body’ to assess what is being learnt from such interactions as well as what communicative intents are encoded. The argument is developed that in addition to the significance of these play routines in sensitizing the child to cultural rules about speaking, these ludic forms also appear implicated in both an evolutionary and logico-operational sense in the conventional anatomical nomenclature.

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SUSKIND, DANA L., KRISTIN R. LEFFEL, EILEEN GRAF, MARC W. HERNANDEZ, ELIZABETH A. GUNDERSON, SHANNON G. SAPOLICH, ELIZABETH SUSKIND, LINDSEY LEININGER, SUSAN GOLDIN-MEADOW, and SUSAN C. LEVINE. "A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study." Journal of Child Language 43, no. 2 (June 4, 2015): 366–406. http://dx.doi.org/10.1017/s0305000915000033.

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AbstractWe designed a parent-directed home-visiting intervention targeting socioeconomic status (SES) disparities in children's early language environments. A randomized controlled trial was used to evaluate whether the intervention improved parents' knowledge of child language development and increased the amount and diversity of parent talk. Twenty-three mother–child dyads (12 experimental, 11 control, aged 1;5–3;0) participated in eight weekly hour-long home-visits. In the experimental group, but not the control group, parent knowledge of language development increased significantly one week and four months after the intervention. In lab-based observations, parent word types and tokens and child word types increased significantly one week, but not four months, post-intervention. In home-based observations, adult word tokens, conversational turn counts, and child vocalization counts increased significantly during the intervention, but not post-intervention. The results demonstrate the malleability of child-directed language behaviors and knowledge of child language development among low-SES parents.

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Guitar, Barry, Helen Kopff Schaefer, Gail Donahue-Kilburg, and Lynne Bond. "Parent Verbal Interactions and Speech Rate." Journal of Speech, Language, and Hearing Research 35, no. 4 (August 1992): 742–54. http://dx.doi.org/10.1044/jshr.3504.742.

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This single-case study of indirect stuttering treatment is intended to identify variables for further research. The study used post hoc analyses of changes in parent speech variables and changes in the child’s stuttering. The analysis was conducted in two parts. Study I examined the relationships between the child’s percent syllables stuttered and the parents’ speech rates and percentages of nonaccepting statements, interruptions, questions, nonaccepting questions, and talk time. The only parent variable significantly correlated with the child’s stuttering was the mother’s speech rate. In Study II the child’s percent syllables stuttered were subdivided into primary (effortless) and secondary (tense) stuttering. Each category was then correlated with the parent variables examined previously. Results suggested that the parent variables that were significantly related to the child’s primary stuttering were not the same as those significantly related to her secondary stuttering. Specific parent variables are suggested for further study.

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Goggin, Kathy, Emily A. Hurley, Brian R. Lee, Andrea Bradley-Ewing, Carey Bickford, Kimberly Pina, Evelyn Donis de Miranda, et al. "Let’s Talk About Antibiotics: a randomised trial of two interventions to reduce antibiotic misuse." BMJ Open 12, no. 11 (November 2022): e049258. http://dx.doi.org/10.1136/bmjopen-2021-049258.

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BackgroundChildren with acute respiratory tract infections (ARTIs) receive ≈11.4 million unnecessary antibiotic prescriptions annually. A noted contributor is inadequate parent–clinician communication, however, efforts to reduce overprescribing have only indirectly targeted communication or been impractical.ObjectivesCompare two feasible (higher vs lower intensity) interventions for enhancing parent–clinician communication on the rate of inappropriate antibiotic prescribing.DesignMultisite, parallel group, cluster randomised comparative effectiveness trial. Data collected between March 2017 and March 2019.SettingAcademic and private practice outpatient clinics.ParticipantsClinicians (n=41, 85% of eligible approached) and 1599 parent–child dyads (ages 1–5 years with ARTI symptoms, 71% of eligible approached).InterventionsAll clinicians received 20 min ARTI diagnosis and treatment education. Higher intensity clinicians received an additional 50 min communication skills training. All parents viewed a 90 second antibiotic education video.Main outcome(s) and measure(s)Inappropriate antibiotic treatment was assessed via blinded medical record review by study clinicians and a priori defined as prescriptions for the wrong diagnosis or use of the wrong agent. Secondary outcomes were revisits, adverse drug reactions (both assessed 2 weeks after the visit) and parent ratings of provider communication, shared decision-making and visit satisfaction (assessed at end of the visit on Likert-type scales).ResultsMost clinicians completed the study (n=38, 93%), were doctors (n=25, 66%), female (n=30, 78%) and averaged 8 years in practice. All parent–child dyad provided data for the main outcome (n=855 (54%) male, n=1043 (53%)<2 years). Inappropriate antibiotic prescribing was similar among patients who consulted with a higher intensity (54/696, 7.8%) versus a lower intensity (85/904, 9.4%) clinician. A generalised linear mixed effect regression model (adjusted for the two-stage nested design, clinician type, clinic setting and clinician experience) revealed that the odds of receiving inappropriate antibiotic treatment did not significantly vary by group (AOR 0.99, 95% CI: 0.52 to 1.89, p=0.98). Secondary outcomes of revisits and adverse reactions did not vary between arms, and parent ratings of satisfaction with quality of parent–provider communication (5/5), shared decision making (9/10) and visit satisfaction (5/5) were similarly high in both arms.Conclusions and relevanceRate of inappropriate prescribing was low in both arms. Clinician education coupled with parent education may be sufficient to yield low inappropriate antibiotic prescribing rates. The absence of a significant difference between groups indicates that communication principles previously thought to drive inappropriate prescribing may need to be re-examined or may not have as much of an impact in practices where prescribing has improved in recent years.Trial registration numberNCT03037112.

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Grossman, Jennifer M., Alicia D. Lynch, Amanda M. Richer, Lisette M. DeSouza, and Ineke Ceder. "Extended-Family Talk about Sex and Teen Sexual Behavior." International Journal of Environmental Research and Public Health 16, no. 3 (February 6, 2019): 480. http://dx.doi.org/10.3390/ijerph16030480.

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Research shows that family communication about sexuality can protect against teens’ risky sexual behavior. However, few studies assess talk with extended family about sex or how this communication relates to teens’ sexual behavior. The current study includes cross-sectional survey data from 952 adolescents. Structural equation modeling (SEM) was used to assess associations between teens’ sexual risk behaviors and communication with extended family about protection methods, risks of sex and relational approaches to sex, defined as talk about sex within a close relationship. For sexually active teens, talk about protection methods was associated with fewer sexual partners and talk about risks of sex was associated with more sexual partners regardless of teen gender and the generation of extended family with whom teens talk. Results suggest that extended-family talk about sex may influence teens’ sexual behavior independent of effects of teen–parent communication. However, the direction of the effect depends on the content of the conversations. These findings suggest the need to explore whether and how extended family could be included in health prevention and intervention programs, because programs which include family largely focus on parents.

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Ertmer, David J., and Jennifer A. Mellon. "Beginning to Talk at 20 Months." Journal of Speech, Language, and Hearing Research 44, no. 1 (February 2001): 192–206. http://dx.doi.org/10.1044/1092-4388(2001/017).

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Early vocal development, consonant production, and spoken vocabulary were examined in a deaf toddler whose multichannel cochlear implant was activated at 20 months. Parent-child interactions were recorded before implantation and at monthly intervals during the first year of implant use. The child's utterances were classified according to developmental levels from the Stark Assessment of Early Vocal Development. The emergence of consonant types and consonant features were documented through listener transcription. Parent reports were used to monitor oral vocabulary growth. A large increase in canonical and postcanonical utterances was observed after 5 months of implant use, and these advanced prelinguistic forms were dominant in all subsequent recording sessions. Increases in the diversity of consonant types and features suggested that auditory information was used to increase phonetic diversity. It was reported that the child understood almost 240 words and spoke approximately 90 words after one year of implant experience. The combination of cochlear implantation at a young age, family support, and regular intervention appeared to facilitate efficient early vocal development and gains in spoken vocabulary.

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FUNK, LAURA M. "‘Returning the love’, not ‘balancing the books’: talk about delayed reciprocity in supporting ageing parents." Ageing and Society 32, no. 4 (May 24, 2011): 634–54. http://dx.doi.org/10.1017/s0144686x11000523.

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ABSTRACTA desire to ‘return’ or ‘pay back’ past care has been identified as a potential motivator of support provided by adult children to their ageing parents. The purpose of this study is to examine whether, how and in what ways adult children interpret and apply the concept of delayed reciprocity in filial relationships. Twenty-eight men and women supporting one or both ageing parent(s) in a Western Canadian city participated in a qualitative study of filial responsibility. Data were analysed interpretively, using thematic coding, contextualised reflection and guiding questions. Findings suggest delayed reciprocity is limited as an interpretive framework for describing parent support. Overall, comments reflected qualification or rejection of ‘paying back’ in the sense of a filial contract. Delayed reciprocity appears for most participants to symbolise imbalance, expectedness or obligation, and a lack of affection. In response, participants tended to reject delayed reciprocity in favour of interpretations emphasising mutuality, family role duties and reciprocated love. Findings are discussed in relation to interpretive purposes, symbolic meanings of parent support, participant characteristics and cultural contexts.

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Senent-Capuz, Nuria, Inmaculada Baixauli-Fortea, and Carmen Moret-Tatay. "Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain." International Journal of Environmental Research and Public Health 18, no. 15 (August 3, 2021): 8214. http://dx.doi.org/10.3390/ijerph18158214.

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Parent-implemented interventions are a highly common approach for enhancing communication and linguistic abilities of late talkers, involving a population that shows a small expressive vocabulary in the absence of other deficits that could explain it. This study aimed to compare the outcomes of a parent-implemented language intervention, It Takes Two to Talk®—The Hanen Program® for Parents (ITTT), to a clinician-directed therapy. Participants were 17 families and their late-talking children: 10 families took part in ITTT and 7 in the clinician-directed modality. The outcomes in the social communication domain were more favorable for the ITTT group, but there were no significant differences between groups as regards vocabulary and syntax. In terms of parents, the research focused on examining if there were significant changes in parents’ stress and their perceptions of their children’s communication abilities. No differences were observed in the level of stress. In contrast, the group that received the ITTT program significantly altered their perceptions of their children’s communication difficulties in comparison with the clinician-directed therapy. These results have implications in the clinical management of late-talking children, and they are discussed in terms of evidence-based practice.

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Dearing, Eric, Beth Casey, Pamela E. Davis-Kean, Sarah Eason, Elizabeth Gunderson, Susan C. Levine, Elida V. Laski, et al. "Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis." Education Sciences 12, no. 5 (April 29, 2022): 312. http://dx.doi.org/10.3390/educsci12050312.

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Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in parent-child interactions and both parent education and family income (i.e., r = 0.12 for education and 0.14 for income). Exploratory moderator analyses provided some preliminary evidence that child age, as well as the average level of and variability in socioeconomic status, may moderate effect sizes. The implications of these findings are discussed with special attention to interpreting the practical importance of the effect sizes in light of family strengths and debate surrounding “word gaps”.

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Aldred, Catherine, Clare Pollard, Rob Phillips, and Catherine Adams. "Multidisciplinary social communication intervention for children with autism and pervasive developmental disorder: The Child’s Talk project." Educational and Child Psychology 18, no. 2 (2001): 76–87. http://dx.doi.org/10.53841/bpsecp.2001.18.2.76.

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AbstractThis paper describes an early intervention approach designed for use by multidisciplinary professionals with children who have the severe social communication deficits of early autism and pervasive developmental disorder (PDD). This is part of a control randomised trial involving a cohort of 40 children. The paper focuses on describing the intervention stage, interdisciplinary working and interim findings as it is too early to present the data analysis. The therapy defines the dyadic communication between parent and child, analysing the specific pattern, and profile of the child’s communication and social interaction as well as the communication strategies and adaptations of the parent. The intervention aims to enable parents and carers to finely tune their interaction using video feedback. Parents can reflect on their own interaction, identify which strategies engage the child in interaction and identify additional strategies which are adaptive to their child’s level of communication. This approach can work in conjunction with other autism-specific approaches.

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Kennedy, Ruth. "We Need to Talk: Strategies for Successful Parent-teacher Conferences." Curriculum and Teaching 21, no. 1 (January 1, 2006): 95–102. http://dx.doi.org/10.7459/ct/21.1.06.

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Slone, Lauren K., Drew H. Abney, Linda B. Smith, and Chen Yu. "The temporal structure of parent talk to toddlers about objects." Cognition 230 (January 2023): 105266. http://dx.doi.org/10.1016/j.cognition.2022.105266.

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Shin, YoungJu, Jonathan Pettigrew, Michelle Miller-Day, Michael L. Hecht, and Janice L. Krieger. "Trends of Parent–Adolescent Drug Talk Styles in Early Adolescence." Health Communication 34, no. 8 (February 20, 2018): 801–10. http://dx.doi.org/10.1080/10410236.2018.1437522.

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Racine, Timothy P., Jeremy I. M. Carpendale, and William Turnbull. "Parent–child talk and children's understanding of beliefs and emotions." Cognition & Emotion 21, no. 3 (April 2007): 480–94. http://dx.doi.org/10.1080/02699930600717599.

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Grossman, Jennifer M., Nora Pearce, and Amanda M. Richer. "The Family System of Sexuality Communication: Extended Family Perceptions of Adolescent–Family Talk about Sex, with Sibling and Non-Sibling Comparison." Sexes 2, no. 1 (December 30, 2020): 1–16. http://dx.doi.org/10.3390/sexes2010001.

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Talk with parents and extended family about sex and relationships can support adolescents’ sexual health. However, few studies explore how parent and extended family communication with adolescents intersect. This study used thematic analysis to assess family roles in talk with teens about sex and relationships among a sample of 39 adult extended family members (such as aunts and uncles, and older siblings and cousins) in the United States. Analyses identified four themes in sexuality communication that address: why adolescents talk to extended family about sex and relationships, family engagement in these conversations, consistency of family messages, and family communication about adolescents. Findings identify variation in how family members interact with adolescents and one another regarding talk about sex and relationships. For example, some participants described family coordination of sexual messages to the teen, while others reported no family communication about this topic. Results also showed similarities and differences in how sibling and non-sibling extended family describe these processes. These findings identify the need to examine family talk about sex and relationships in the context of a larger family system, rather than only within dyadic relationships, and suggests possibilities for family-based interventions to support adolescents’ sexual health.

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Goffar, Abdul, and Saeful Kurniawan. "KONSEP PARENTING DALAM KELUARGA MUSLIM." Edupedia 2, no. 2 (January 5, 2018): 53–61. http://dx.doi.org/10.35316/edupedia.v2i2.331.

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Parents who have children will crave their child to be successful. Success in any case, in morals, education, career, and so forth.Because a child is predicted to be their successor and successor (parent) in this life. Naturally there is no parent in the world who wants them to suffer, deprived, and unhappy. So many parents with their strengths to make the future of their children. In development and development to adulthood, children have basic needs that must be met, that is spiritual and physical needs. To meet these two needs required coaching, guidance, and attention that is needed. Although every newborn child has brought capacity and development potential, this development will not work on its own without the help of an adult, a family (a parent). For more details in this paper, we will discuss parenting concepts (parenting, parenting mode, parenting methods) and also talk about children’s education in the family, children’s education stage, children’s education materials, family roles in education.

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RAFFAELLI, MARCELA, KAREN BOGENSCHNEIDER, and MARY FRAN FLOOD. "Parent-Teen Communication About Sexual Topics." Journal of Family Issues 19, no. 3 (May 1998): 315–33. http://dx.doi.org/10.1177/019251398019003005.

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Parent-teen communication about sexual topics was examined in 666 mother-teen and 510 father-teen pairs. Parents and their 8th- through 12th-grade children completed parallel surveys that assessed demographic, relationship, and attitudinal variables hypothesized to be linked to sexual communication. Logistic regression analyses were used to determine which variables were linked to teens' reports of “one good talk” about each of three sexual topics (whether teen sex is okay, the dangers of AIDS and other sexually transmitted diseases, and birth control) in the past year. Aside from gender of parents and teens, demographic variables were largely nonsignificant in the final models. Instead, relationship and attitudinal variables were linked to sexual discussions in both mother-teen and father-teen dyads. Discussion focused on implications for program development and directions for future research.

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TREIMAN, REBECCA, KRISTINA DECKER, SARAH ROBINS, DINA GHOSH, and NICOLE ROSALES. "Parent–child conversations about literacy: a longitudinal, observational study." Journal of Child Language 45, no. 2 (July 31, 2017): 511–25. http://dx.doi.org/10.1017/s0305000917000307.

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AbstractConversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher status.

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Johnston, Judith R., and M. Y. Anita Wong. "Cultural Differences in Beliefs and Practices Concerning Talk to Children." Journal of Speech, Language, and Hearing Research 45, no. 5 (October 2002): 916–26. http://dx.doi.org/10.1044/1092-4388(2002/074).

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Sporadic observations of non-Western culture groups have made it clear that the large literature on child-directed talk primarily describes Western parent-child interaction patterns. The current study used a survey instrument to contrast the childrearing beliefs and related verbal interaction practices of Chinese and Western mothers of preschoolers. Stepwise regression procedures indicated that culture differences in ratings for 6 belief statements and 5 interaction patterns accounted for 66–67% of the total variance. Discriminate functions derived from the regression analyses identified members of the two culture groups with 94–95% accuracy. The findings call into question the advice commonly given to parents of children with language delay and point to specific areas where practices more harmonious with Chinese culture could be recommended.

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Goodyear, Melinda J., Becca Allchin, Matthew Burn, Henry von Doussa, Andrea Reupert, Phillip Tchernegovski, Jade Sheen, et al. "Promoting Self-Determination in Parents With Mental Illness in Adult Mental Health Settings." Journal of Family Nursing 28, no. 2 (January 31, 2022): 129–41. http://dx.doi.org/10.1177/10748407211067308.

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This article reports a strengths-based intervention to support parents with mental illness and their children in adult mental health settings: “Let’s Talk About Children” (LTC) intervention. A qualitative methodology was adopted with parent participants receiving LTC in adult mental health and family services. The benefits for parents receiving LTC were described through in-depth interviews with 25 parents following the delivery of the program. Interview data identified an impact on parental self-regulation—mainly through a change in a sense of agency as a parent—and skill building, once a clearer picture of their child’s everyday life was understood. This study outlines the benefits of talking with parents about the strengths and vulnerabilities of their children during routine mental health treatment. The role for self-determination of parents in preventive interventions for children is an important consideration for mental health recovery, and it also helps to break the cycle of transgenerational mental illness within families.

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Marvin, Christine A., and Amy J. Privratsky. "After-School Talk: The Effects of Materials Sent Home From Preschool." American Journal of Speech-Language Pathology 8, no. 3 (August 1999): 231–40. http://dx.doi.org/10.1044/1058-0360.0803.231.

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This study explored the effects of a commonly used approach for bridging school-home experiences for young children. Child-focused materials such as remnants from recent school events, toys, or child-produced art products traveled home with children as they left their preschool programs. The after-school talk between 10 typically developing 4-year-old children and their parents was analyzed using a one-sample, repeated measure design to note the children’s use of initiations, time referents, and references to school-related activities. Spontaneous speech samples were tape-recorded as the children greeted their parents after school, rode home with parents in the family car, and engaged in routine after-school activities at home. In the present study, although initiations and references to past events were no more frequent in either condition, the children’s speech contained significantly more references to recent school activities when the children carried home child-focused materials than when they did not. The influence of child-focused materials is discussed relative to (a) the contextual factors that influence young children’s conversational abilities and (b) young children’s ability to converse with parents about activities experienced without the parent at child-care or preschool programs.

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Gerich, Mara, and Bernhard Schmitz. "Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence." Journal of Education and Learning 5, no. 2 (April 4, 2016): 285. http://dx.doi.org/10.5539/jel.v5n2p285.

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<p>In research on parental involvement and teacher professionalization, counseling parents on the support of their children’s learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers’ counseling competence. The current study describes the validation of a behavior-based instrument for the assessment of teachers’ counseling competence including counseling talk simulations with standardized parents as well as the examination of its suitability as an intervention for the improvement of participants’ counseling competence. The validation was carried out within the framework of a longitudinal quasi-experimental study with 51 prospective teachers. Multivariate repeated measures MANOVAs revealed the suitability of the counseling talk simulations both as an assessment instrument and an intervention. Results provide numerous implications for teacher preparation and continuing education, for example, the use of the counseling talk simulations as a didactical tool within the framework of teacher training programs.</p>

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LeBaron, Ashley B., Loren D. Marks, Christina M. Rosa, and E. Jeffrey Hill. "Can We Talk About Money? Financial Socialization Through Parent–Child Financial Discussion." Emerging Adulthood 8, no. 6 (February 10, 2020): 453–63. http://dx.doi.org/10.1177/2167696820902673.

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This multigenerational, qualitative research study explores family financial discussion processes that may lead to better financial preparation for emerging adults. Interviews were conducted with 90 emerging adults from three universities as well as 17 of their parents and 8 of their grandparents. Qualitative analyses revealed two major themes associated with family financial discussion processes. In parent-initiated discussions, principles were taught primarily through vertically structured (top-down) delivery. Three concepts reported across all three generations of respondents included (a) sharing financial experiences, (b) involving children in decisions, and (c) engaging in age-appropriate conversations. In child-initiated discussions, analyses revealed that financial principles were often taught in interactive, conversational, horizontal, and organic ways. Analyses identified two recurring concepts or contexts: (a) children asking financial questions and (b) child-initiated, age-appropriate conversations. These results highlight healthy processes for family financial discussion that may better prepare emerging adults for financial adulthood and reduce financial instability.

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Ariyo, Adijat Motunrayo, Ojubayo Motunrayo Sotayo, Temitayo Kofoworola Olurin, and Tolu Eni-Olorunda. "Sexual Communication between Parents and Adolescents: Perception of Secondary School Students in Abeokuta, Ogun State, Nigeria." Mediterranean Journal of Social Sciences 11, no. 4 (July 10, 2020): 112. http://dx.doi.org/10.36941/mjss-2020-0046.

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This study assessed the characterization of parent-adolescents’ sexual communication of secondary school students in Abeokuta South Local Government of Ogun State, Nigeria. 411 adolescents were selected using multistage sampling techniques. Quantitative data was obtained with a semi-structured questionnaire. An in-depth interview was carried out to further explore parent-adolescent sexual communication as a representation of the qualitative data. Both quantitative and qualitative data collected were analysed using descriptive and thematic content analyses. Results revealed that most (64.5%) of the respondents had moderate perception of parent-adolescent communication. The findings of the qualitative analysis revealed themes of sexual communication including puberty, abstinence from sex, and HIV/AIDS. Parents’ awareness to sexual communication promoting was associated to physical changes during puberty and adolescents’ attitudes. Although, adolescents prefer to discuss sexual issues with their mothers, time factor for such discussion was a major constraint. In addition, adolescent perceived unwillingness on the part of parent to initiate or sustain sexual communication issues despite their knowledgeability. Adolescents perceived that their parents are knowledgeable about sexual communication but not willing to communicate sexual issues with them. The study concludes that parents’ unwillingness for sexual talk and time factors could pose threats to achieving effective parent-adolescent sexual communication. Hence, it is recommended that parents should engage in timely communication on sexual related issues often during early adolescence phase. It is imperative for fathers also, to create a conducive atmosphere for active sexual communication with their children especially male adolescents.

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Brown, Amy M., Monica M. Fitzgerald, Kimberly Shipman, and Renee Schneider. "Children’s Expectations Of Parent–Child Communication Following Interparental Conflict: Do Parents Talk to Children About Conflict?" Journal of Family Violence 22, no. 6 (June 17, 2007): 407–12. http://dx.doi.org/10.1007/s10896-007-9095-x.

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Journal articles on the topic 'Parent talk'

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