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Background: Training parents to implement language and communication intervention strategies is an effective approach to promote language development for children with language delay. Aims: This study introduces an online parent training program conducted in Hubei province, China, which was designed to help parents of language-delayed children with a diagnosis of autism spectrum disorder (ASD), developmental language disorder (DLD) or global developmental delay (GDD) apply language intervention strategies into daily interactions and promote their children's language development at home. Methods & Procedures: The Bethel Hearing and Speaking Training Center Family Training for Early Communication & Language Development (Bethel Family Training Program, BFT) (Bethel HSTC, 2020) was designed to improve the language and communication skills for children with language delay in a naturalistic way. The caregivers (including parents, grandparents and other main caregivers) participated in an 8-h online program, including lectures on milestones in child language development, common misunderstandings of child language development, and three basic family language intervention strategies ('Looking together, playing together, and talking together') incorporating active learning through video analysis and discussion. Tongji Hospital in Hubei then continued with 3 months of online home intervention monitoring to all the caregivers via weekly online Q&As led by BFT certified speech therapists' team. The Gesell Developmental Schedules (GDS) was carried out before the online parent training program and after the 3-month online home intervention monitoring. Outcomes & Results: 146 families whose children aged 12-68 months with language delay participated in the online training program. The results of the GDS assessments conducted before and after the program showed that not only did the developmental quotient (DQ) of language improve, but so did the DQ of social behaviour and adaptive behaviour (p < 0.001). There is no between-group difference in the application of three strategies between the ASD group and the DLD or GDD group (p > 0.05). Furthermore, both caregivers' ability to apply 'looking together, playing together, talking together' strategies and the effective interaction time played important roles in improving the child's language abilities. Conclusion & Implications: The online parent training focusing on improving daily interaction with children through speech-language stimulation strategies promoted the development of language skills. It is an economic and practical approach for children with language delay who have limited access to local language intervention programs.

In China, the innovative development of education for older people is an important response to the aging population, and an important way to meet the spiritual, cultural, and social needs of older people. Current academic research mainly focuses on the social factors that affect the participation of older people in education and there are few empirical studies on the individual psychological characteristics of older adult learning behavior. This study takes a positive psychology approach to the exploration of the factors influencing the participation of older adults in education in a number of universities of the Third Age in Fujian Province, China. The study is based on curriculum preferences and frequency of participation in extracurricular activities. The results show that the personality traits of extraversion and neuroticism, as well as gender, age, level of educational attainment, and family economic status significantly affect frequency of participation in extracurricular activities and the curriculum preferences of older learners. The results of this study suggest that we can strengthen personality matching to promote the learning enthusiasm of older people in education, and adhere to the demand-oriented to promote the Third age education curriculum personalized. Furthermore, we should increase the scope for popularizing Third age education, improve the accessibility of education for the older people, accelerate the integration of older adult education with the Internet, innovate the form of older adult education, and then promote the development of customized curricula.

In China, the innovative development of education for older people is an important response to the aging population, and an important way to meet the spiritual, cultural, and social needs of older people. Current academic research mainly focuses on the social factors that affect the participation of older people in education and there are few empirical studies on the individual psychological characteristics of older adult learning behavior. This study takes a positive psychology approach to the exploration of the factors influencing the participation of older adults in education in a number of universities of the Third Age in Fujian Province, China. The study is based on curriculum preferences and frequency of participation in extracurricular activities. The results show that the personality traits of extraversion and neuroticism, as well as gender, age, level of educational attainment, and family economic status significantly affect frequency of participation in extracurricular activities and the curriculum preferences of older learners. The results of this study suggest that we can strengthen personality matching to promote the learning enthusiasm of older people in education, and adhere to the demand-oriented to promote the Third age education curriculum personalized. Furthermore, we should increase the scope for popularizing Third age education, improve the accessibility of education for the older people, accelerate the integration of older adult education with the Internet, innovate the form of older adult education, and then promote the development of customized curricula. [ABSTRACT FROM AUTHOR]