Do early gains deliver lasting impact? Understanding why long-term effects of language intervention fade out / Saloni KRISHNAN in Journal of Child Psychology and Psychiatry, 67-3 (March 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-3 (March 2026) . - p.309-311 Titre : Do early gains deliver lasting impact? Understanding why long-term effects of language intervention fade out Type de document : texte imprimé Auteurs : Saloni KRISHNAN, Auteur ; Kristina MOLL, Auteur Article en page(s) : p.309-311 Langues : Anglais (eng) Mots-clés : Language  intervention  follow-up  long-term effects Index. décimale : PER Périodiques Résumé : Early oral language interventions boost children's language skills, yet we know strikingly little about whether these gains endure. The handful of long-term follow-up studies available suggest that even high-quality language interventions show substantial fade-out. This gap in our evidence base has real consequences for families and for policy, especially as demand for language support continues to rise. We suggest that long-term impact might depend on three levels: characteristics of the intervention (e.g. breadth, instructional approach, and fidelity), features of the learning environment (e.g. classroom ethos, continuity of support, and language resources available) and child-specific factors (e.g. children's cognitive profiles). We call on funders and researchers to prioritise the routine capture of long-term outcomes and to invest in identifying the mechanisms and tools that could drive sustained improvement (e.g. regular booster sessions). We feel this is a critical priority for future research, as it would help us design support that genuinely shifts developmental trajectories. En ligne : https://doi.org/10.1111/jcpp.70105 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Do early gains deliver lasting impact? Understanding why long-term effects of language intervention fade out [texte imprimé] / Saloni KRISHNAN, Auteur ; Kristina MOLL, Auteur . - p.309-311. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-3 (March 2026) . - p.309-311 Mots-clés : Language  intervention  follow-up  long-term effects Index. décimale : PER Périodiques Résumé : Early oral language interventions boost children's language skills, yet we know strikingly little about whether these gains endure. The handful of long-term follow-up studies available suggest that even high-quality language interventions show substantial fade-out. This gap in our evidence base has real consequences for families and for policy, especially as demand for language support continues to rise. We suggest that long-term impact might depend on three levels: characteristics of the intervention (e.g. breadth, instructional approach, and fidelity), features of the learning environment (e.g. classroom ethos, continuity of support, and language resources available) and child-specific factors (e.g. children's cognitive profiles). We call on funders and researchers to prioritise the routine capture of long-term outcomes and to invest in identifying the mechanisms and tools that could drive sustained improvement (e.g. regular booster sessions). We feel this is a critical priority for future research, as it would help us design support that genuinely shifts developmental trajectories. En ligne : https://doi.org/10.1111/jcpp.70105 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Editorial: Parenting as an influence on the course of neurodevelopmental conditions - still a taboo topic? / Saloni KRISHNAN in Journal of Child Psychology and Psychiatry, 66-3 (March 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-3 (March 2025) . - p.275-278 Titre : Editorial: Parenting as an influence on the course of neurodevelopmental conditions - still a taboo topic? Type de document : texte imprimé Auteurs : Saloni KRISHNAN, Auteur Article en page(s) : p.275-278 Langues : Anglais (eng) Mots-clés : Parenting  dyadic and triadic interactions  gene-environment interplay  neurodevelopmental disorders Index. décimale : PER Périodiques Résumé : Since the debate surrounding controversial theories, such as the refrigerator mother theory, the influence of parenting on the course of neurodevelopmental conditions has been a taboo topic for many years. However, recent research analyzing the complex interplay between genetics and the environment has introduced new approaches to examining the role of parenting. Several articles in this issue examine the new directions in the field of parenting and parent?child interactions. A key shift in perspective is the recognition that the relationship between parenting and child development is not unidirectional. Instead, the child's characteristics may also influence parental responses (evocative gene?environment), which in turn can shape the child's developmental trajectory. Moreover, parent?child interactions are not restricted to mother?child dyads, but also involve fathers and triadic interactions between both parents and the child. Experiences within these interactions are likely to transfer to other contexts, contributing to the child's language and social development. A better understanding of the time course and the mechanisms underlying parent?child interactions will enhance the design of interventions targeting parenting behavior. Although caregiver-mediated interventions have proven effective, they must take caregivers' skills into account and may need to incorporate alternative support systems beyond primary caregivers. En ligne : https://doi.org/10.1111/jcpp.14111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Editorial: Parenting as an influence on the course of neurodevelopmental conditions - still a taboo topic? [texte imprimé] / Saloni KRISHNAN, Auteur . - p.275-278. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-3 (March 2025) . - p.275-278 Mots-clés : Parenting  dyadic and triadic interactions  gene-environment interplay  neurodevelopmental disorders Index. décimale : PER Périodiques Résumé : Since the debate surrounding controversial theories, such as the refrigerator mother theory, the influence of parenting on the course of neurodevelopmental conditions has been a taboo topic for many years. However, recent research analyzing the complex interplay between genetics and the environment has introduced new approaches to examining the role of parenting. Several articles in this issue examine the new directions in the field of parenting and parent?child interactions. A key shift in perspective is the recognition that the relationship between parenting and child development is not unidirectional. Instead, the child's characteristics may also influence parental responses (evocative gene?environment), which in turn can shape the child's developmental trajectory. Moreover, parent?child interactions are not restricted to mother?child dyads, but also involve fathers and triadic interactions between both parents and the child. Experiences within these interactions are likely to transfer to other contexts, contributing to the child's language and social development. A better understanding of the time course and the mechanisms underlying parent?child interactions will enhance the design of interventions targeting parenting behavior. Although caregiver-mediated interventions have proven effective, they must take caregivers' skills into account and may need to incorporate alternative support systems beyond primary caregivers. En ligne : https://doi.org/10.1111/jcpp.14111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

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