Parent-Implemented Communication Strategies during Storybook Reading

Autor/inn/en	Akamoglu, Yusuf; Meadan, Hedda
Titel	Parent-Implemented Communication Strategies during Storybook Reading
Quelle	In: Journal of Early Intervention, 41 (2019) 4, S.300-320 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akamoglu, Yusuf) ORCID (Meadan, Hedda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815119855007
Schlagwörter	Parent Child Relationship; Communication Strategies; Mothers; Intervention; Teaching Methods; Developmental Disabilities; Delayed Speech; Story Reading; Evidence Based Practice; Outcomes of Treatment; Models; Communication Skills; Language Skills; Measures (Individuals); Child Development; Preschool Children; Coaching (Performance); MacArthur Communicative Development Inventory; Preschool Language Scale + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kommunikationsstrategie; Mother; Mutter; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsstörung; Sprachverzögerung; Analogiemodell; Kommunikationsstil; Language skill; Sprachkompetenz; Messdaten; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers' use of book reading techniques, (b) mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) children's communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers' use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children's communication skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01