Distance Video-Teleconferencing in Early Intervention: Pilot Study of a Naturalistic Parent-Implemented Language Intervention

Autor/inn/en	McDuffie, Andrea; Machalicek, Wendy; Oakes, Ashley; Haebig, Eileen; Weismer, Susan Ellis; Abbeduto, Leonard
Titel	Distance Video-Teleconferencing in Early Intervention: Pilot Study of a Naturalistic Parent-Implemented Language Intervention
Quelle	In: Topics in Early Childhood Special Education, 33 (2013) 3, S.172-185 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121413476348
Schlagwörter	Videoconferencing; Early Intervention; Language Acquisition; Mothers; Young Children; Autism; Pervasive Developmental Disorders; Parent Education; Parent Child Relationship; Distance Education; Coaching (Performance); Verbal Communication; Parents as Teachers; Attention; Play; Program Effectiveness; Pilot Projects + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Mother; Mutter; Frühe Kindheit; Autismus; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Distance study; Distance learning; Fernunterricht; Aufmerksamkeit; Spiel; Pilot project; Modellversuch; Pilotprojekt
Abstract	Maternal verbal responsiveness in naturally occurring interactions is known to facilitate language development for children with neurodevelopmental disorders. The present study used a series of A-B replications to examine proximal effects of a naturalistic language intervention on the use of specific language support strategies by mothers of eight young children with an autism spectrum disorder (ASD). Distal effects on child communication also were examined. The intervention consisted of four monthly parent education lessons, each paired with face-to-face clinician coaching of a play-based parent--child interaction. In addition, 12 distance coaching sessions were implemented via desktop video-teleconferencing (VTC). Parents increased their use of verbal responses that followed into their child's focus of attention and responded to child communication acts. Parents also increased the frequency with which they prompted child communication. Increases in parent strategy use were observed during both on-site and distance coaching sessions. Implications for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10