Text Box: A Consultative Parent Training Model for Speech-Language-Hearing Services for Young Children in Rural Appalachian Communities Principle Investigator: Patricia Chase, PhD, CCC-A Co-Investigator: Teresa Boggs, MS, CCC-SLP Abstract The purpose of this research project is to examine the effectiveness of a consultative model for providing speech, language, and hearing health diagnostic and treatment services to young children in preschool programs in rural Appalachian communities. This project will be a community partnership between the Department of Communicative Disorders – Speech Language Pathology and Audiology and the Hancock County Early Learning Center in Sneedville. Commnucation disorders are among the most prevalent disabilities in young children. Numerous biological and environmental factors contribute to communication disorders. Young children in Hancock County are at increased risk for communication disorders due to poverty, lack of parental education, and limited access to medical care. When speech, language, or hearing disorders are identified, many children and families in Hancock County have to travel two to three hours to access treatment services from speck-language pathologists or audiologists. Outcomes from this research project may be useful in reducing health disparities in other disadvantaged/underserved Appalachian communities. Children attending the Hancock County Early Learning Center are under the age of five years. All screening, diagnostic testing, and parent-child training sessions will occur during the school day in a designated quiet area in the Center. Speech-Language Pathology and Audiology graduate students will work with the children and families under the clinical supervision of the project investigators, Chase and Boggs. All procedures used in the research project are standard clinical practice in speech-language pathology and audiology. Methods are as follows: A) Speech, language, and hearing screening for all children (approximately 100): Children may be accompanied by a parent or teacher. They will be asked to say sounds, words, and sentences, follow directions and complete more detailed language tasks. B) Speech and language evaluations for children who do not pass the screening: Children may be accompanied by a parent or teacher. They will be asked to say sounds, words, and sentences, follow directions and complete more detailed language tasks. C)Language treatment sessions for children with delays of six months or greater (approximately 20): These sessions involve monthly parent-child dyads with the parent receiving training through the Learning Language Together program. Parents will be taught to use children’s literature and toys in natural learning environments to support their child’s language development. An ABA within-subject design will be used for each parent-child dyad with Phase A as a baseline, Phase B implementation of parent training sessions using Learning Language Together, and Phase C as a return to no treatment. Post-treatment speech and language assessment will be completed on the children, and parents will be surveyed regarding use of strategies learned in the monthly training sessions.