Effects of a Computer Training to Teach Spanish Book-Sharing Strategies to Mothers of Emergent Bilinguals at Risk of Developmental Language Disorders: A Single-Case Design Study

Abstract

Purpose: The purpose of this research is to examine the effects of a computer app–based training program for caregivers on caregiver behavior to enhance Spanish language in emergent bilinguals at risk for developmental language disorders. Method: This study followed a single-case, multiple-baseline design. An app-based language training program was developed based on the Teach-Model-Coach-Review adult learning instructional approach. Six mothers were trained on three language-facilitation strategies (Completion, Distancing, and Questioning) while reading to their children in Spanish. The training focused on one of the three strategies at a time, and mothers were given access to training once a week. Mothers were recorded while they read to their children during three phases: prior to the training (baseline), during 2 training weeks (training phase), and after training was provided (maintenance). Results: A visual analysis of the data (percent nonoverlapping data complemented with Tau-U analysis) indicated a functional relation between the training program and the use of strategies by the participants for Distancing and Completion, and there was a less robust, moderate effect for Questioning strategy for a couple of participants. Conclusions: The computer training may serve as a tool for instructors who want to educate Spanish-speaking mothers in the use of evidence-based language strategies at home. Further research is needed to determine how this parent training could result in long-term use of strategies during reading times and what factors are associated with the learning and subsequent use of these strategies with children.