Parent-Implemented Communication Intervention: Sequential Analysis of Triadic Relationships

Autor/inn/en	Brown, Jennifer A.; Woods, Juliann J.
Titel	Parent-Implemented Communication Intervention: Sequential Analysis of Triadic Relationships
Quelle	In: Topics in Early Childhood Special Education, 36 (2016) 2, S.115-124 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121416628200
Schlagwörter	Sequential Approach; Pervasive Developmental Disorders; Developmental Delays; Parents; Caregivers; Early Intervention; Infants; Toddlers; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Coaching (Performance); Feedback (Response); Early Childhood Education; Autism; Speech Language Pathology; Video Technology; Program Implementation; Special Education; Young Children + Suchen Sie Ihr Suchwort? Schrittfolge; Entwicklungsverzögerung; Eltern; Caregiver; Carer; Betreuungsperson; Pfleger; Infant; Toddler; Toddlers; Kleinkind; Infants; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Frühe Kindheit
Abstract	Collaboration with parents and caregivers to support young children's communication development is an important component to early intervention services. Coaching parents to implement communication support strategies is increasingly common in parent-implemented interventions, but few studies examine the process as well as the outcomes. We explored the triadic relationships between interventionist, parent, and child within a parent-implemented communication for toddlers with Down syndrome (DS), autism spectrum disorder (ASD), or developmental delays (DD). Time-window sequential analyses revealed that parents were more likely to use communication strategies during or immediately following coaching strategies that encouraged the parents' active role. Children were more likely to use targeted communication skills immediately following responsive parent interactions. Intervention occurred in similar frequencies across play and non-play routine contexts. This analysis provides preliminary information on understanding potential mediating variables in parent-implemented interventions. Implications for increasing parent capacity-building and child outcomes through coaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01