Rafdal, Brooke H.2011-06-302011-06-302011-05https://hdl.handle.net/11299/108267University of Minnesota Ph.D. dissertation. May 2011. Major: Educational Psychology. Advisor: Scott McConnell. 1 computer file (PDF); v, 121 pages, appendices A-G.The purpose of this study was to determine the effectiveness of an intervention to enhance the quantity and quality of parent-child language interactions among families experiencing multiple social and environmental risk factors. Four mother-child dyads participated. Participants were recruited through local agencies that provided services to families. All dyads were monolingual, English speaking, living below the federal poverty line, and exhibiting low levels of parent-child language interaction at baseline. A multiple baseline design across mother-child dyads was employed to evaluate two levels of intervention: 1) parent education about the importance of talk in conjunction with graphical feedback; 2) direct parent training in language promotion strategies in addition to parent education and graphical feedback. Dependent variables included adult word count, child vocalization count, and conversational turn count collected during a 2-hour intervention period. Data were collected using the Language ENvironment Analysis (LENA) system in the participant's natural home environment. Visual inspection of multiple baseline data indicated that the intervention was effective at increasing the amount parents talked to their children as well as the amount the children vocalized and the number of dyadic verbal exchanges the parent and child shared. The second phase of intervention, which included direct parent training on language promotion strategies, had the greatest impact on adult word count, child vocalizations, and conversational turns for 3 out of 4 dyads. Directions for future research and implications for implementing home-based language environment interventions are discussed.en-USLanguage DevelopmentParent-Child InteractionEducational PsychologyThesis or Dissertation