Using the ImPAACT Program with Preschoolers with Down Syndrome: A Hybrid Service-Delivery Model

Autor/inn/en	Timpe, Erika M.; Kent-Walsh, Jennifer; Binger, Cathy; Hahs-Vaughn, Debbie; Harrington, Nancy; Schwartz, Jamie B.
Titel	Using the ImPAACT Program with Preschoolers with Down Syndrome: A Hybrid Service-Delivery Model
Quelle	In: Augmentative and Alternative Communication, 37 (2021) 2, S.113-128 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Binger, Cathy) ORCID (Hahs-Vaughn, Debbie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-4618
DOI	10.1080/07434618.2021.1921025
Schlagwörter	Down Syndrome; Preschool Children; Augmentative and Alternative Communication; Communication Skills; Intervention; In Person Learning; Telecommunications; Program Implementation; Skill Development; Florida + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kommunikationsstil; Telekommunikationstechnik; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Three parents of preschool-aged children with Down syndrome using mobile augmentative and alternative communication (AAC) technologies to communicate participated indirect, systematic communication-partner instruction. Intervention featured an adaptation of the ImPAACT Program (Improving Partner Applications of Augmentative Communication Techniques; Kent-Walsh, Binger, & Malani, 2010) that included six face-to-face and three telepractice sessions. Parents learned to use the evidence-based Read-Ask-Answer (RAA) instructional strategy (Kent-Walsh, Binger, & Hasham, 2010) during shared storybook reading with their children. A single-case, multiple-probe across participants design was used to assess parents' accurate implementation of the instructional strategy and children's multimodal communicative turns. All three parents increased their use of the RAA strategy and maintained strategy use over time, and all three children increased their frequency of communicative turns taken and maintained higher turn-taking rates. Results support the use of the ImPAACT Program with parents of children with complex communication needs, including the integration of hybrid learning as part of the instructional approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01