A Collaborative Naturalistic Service Delivery Program for Enhancing Pragmatic Language and Participation in Preschoolers

Autor/inn/en	Demchick, Barbara B.; Day, Karen H.
Titel	A Collaborative Naturalistic Service Delivery Program for Enhancing Pragmatic Language and Participation in Preschoolers
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 9 (2016) 4, S.340-352 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2016.1254580
Schlagwörter	Delivery Systems; Preschool Children; Speech Language Pathology; Occupational Therapy; Developmental Delays; Communication Problems; Teamwork; Parent Participation; Professional Personnel; Environmental Influences; Parent Attitudes; Language Skills; Pragmatics; Program Effectiveness; Partnerships in Education; Communication Strategies; Positive Behavior Supports; Pretests Posttests; Check Lists; Observation; Surveys; Maryland + Suchen Sie Ihr Suchwort? Auslieferung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Beschäftigungstherapie; Entwicklungsverzögerung; Kommunikationsbarriere; Elternmitwirkung; Personalbestand; Environmental influence; Umwelteinfluss; Elternverhalten; Language skill; Sprachkompetenz; Pragmalinguistik; Hochschulpartnerschaft; Kommunikationsstrategie; Checkliste; Beobachtung; Survey; Umfrage; Befragung
Abstract	We describe a speech-language pathology and occupational therapy service delivery program for preschoolers with developmental delays and communication and related impairments. Key features included interprofessional collaboration; parent professional partnerships; naturalistic environment; opportunities for choice and control; use of a relationship-based approach; and communication, sensory, and positive behavioral strategies. Participants were 16 boys and 4 girls, ages 3 years, 2 months to 5 years, 8 months, who attended the program two mornings per week. Outcomes measured were pragmatic language and participation as well as parent satisfaction. Results indicated that children demonstrated significant improvements in pragmatics and participation and that parents expressed a high level of satisfaction. Children also achieved additional clinical objectives. Implications of findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01