Talking less equals talking more

Generalisation of the technique and opportunities for more conversations were created when the mothers in the study used pausing and open questioning as often as possible in their everyday conversations with their child, as well as engaging in the book reading daily.

The book reading context functioned, in effect, as a “practice” time, both for the mother to learn the technique in a semi-structured setting and for the child to experience a conversation on their own chosen topic in an enjoyable, typically emotionally warm context. In addition books are a wonderful source of conversational topics with the advantage of picture stimuli, potentially a range of new and varied vocabulary, and a storyline to enhance conversation building.

Many early language programs are complex and parents need extensive training, whereas my approach involved a single training session, provision of sample children’s picture books and a single follow up phone call during the intervention period. Its hallmark was accessibility, simplicity and effectiveness, as confirmed by the participating mothers, noting that “the program was great, excellent”.

When compared to a control group, the children receiving the intervention made statistically significant gains in three measured areas of language using the Test Of Early Language (TELD 3). The significance levels confirm that the gains made by the children are attributable to the intervention, not to chance.

In addition, the effect sizes or amount of change in language skills, were very large. For the individual children, this means that they made a lot of progress and did this with a relatively short and simple intervention.

Interestingly, as well as the intervention impacting in positive measurable ways on children’s language, mothers also enjoyed the program. The mothers realised that changing from a pattern of being directive and controlling to one of pausing, listening and facilitating was the key to the child’s progress. One mother noted that “giving him control and choice has made an enormous difference - it is a much more effective way for him to learn”.

Comments in follow-up interviews included remarks such as: “it unlocked him”; “he is more confident and assertive”; “I didn’t think he would respond to more than a page of a book because he is so boisterous but he did really well and has improved a lot”, and “he was anxious, now he’s happy and confident”.

The results for one boy, Joshua, demonstrate the types of individual impact and changes that occurred with the program. For this boy, his mother and preschool worker both implemented the strategies for four months, although the preschool worker only did this for a few weeks on two or three days. Further, at the conclusion of the study Joshua’s mother asked to continue with the intervention for an additional four months.

When he began the program Joshua was four-years two-months old and his language was delayed (over a year behind); however, his response was excellent. After the initial four months Joshua’s scores had moved from ratings of poor to low average to average. After four more months Joshua’s talking or expressive language was average and his understanding of language or receptive language was above average. He enjoyed books and spoke out more confidently, initiating conversations more often. His mother noted that Joshua had “had a language explosion”.

In summary, a simple, consultative level intervention was developed. Mothers were trained, with a demonstration and explanation, in two key techniques of pausing and asking open questions contingent on the child’s initiated comment, aiming to develop a turn-taking conversation. Initially, the mothers instigated this change in a book-reading context, but were also encouraged to use it in other contexts.

The key element of the program was providing children with two opportunities: (a) to initiate conversations and (b) to participate in a conversation with a significant adult listening and facilitating more talk on their chosen topic. Over a period of four months children’s language improved significantly and with large effect sizes in an intervention group compared with a control group.

Importantly, this work has also confirmed that mothers can be a powerful agent for positive change when working with their own child with language delays.