Effects of Parental Intervention by Japanese Version of Toy Talk Method: Preliminary Study on Changes in Parent’s Utterances and the Sentence Development of Children with Language Problems

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  • Endo Shunsuke
    Division of Speech-Language-Hearing Therapy, Center for Child Health and Human Development, Saitama Children’s Medical Center
  • Tanaka Yumiko
    Osaka University of Arts

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Other Title
  • 日本語版トイトーク（Toy Talk）による保護者指導の効果：保護者の言葉かけの変化と子どもの文の発達に関する予備的研究
  • ニホンゴバン トイトーク(Toy Talk)ニ ヨル ホゴシャ シドウ ノ コウカ : ホゴシャ ノ コトバカケ ノ ヘンカ ト コドモ ノ ブン ノ ハッタツ ニ カンスル ヨビテキ ケンキュウ

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The Toy Talk（TT）method was developed to increase the diversity of lexical noun phrase subjects in parents’ input in order to accelerate their children’s grammatical development. Our study examined whether this type of training can enhance sentence diversity among Japanese mothers and whether mother-implemented intervention can improve the language performance of their two-to four-year-old　children with language problems. The mothers received individual TT instruction on language modeling strategies, such as（a）talking about the toys that her child plays with, and（b）using sentences with a verb indicating movement, for 60 minutes once a month for about three months. The Japanese version of the TT method requires mothers to　focus on verbs rather than nouns because Japanese signals and diverse sentences are based on verbs. Following the TT instruction, the mothers and their children displayed increased sentence diversity in their　utterances within a short period, indicating that TT can change parents’ input and enhance their children’s sentence development. We discuss the clinical implications and future research directions.

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