A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities

Autor/inn/en	Akemoglu, Yusuf; Laroue, Dayna; Kudesey, Carolina; Stahlman, Mary
Titel	A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 12, S.5177-5190 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akemoglu, Yusuf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05549-4
Schlagwörter	Intervention; Parent Role; Evidence Based Practice; Teaching Methods; Reading Strategies; Reading Instruction; Childrens Literature; Books; Young Children; Videoconferencing; Parent Education; Program Effectiveness; Program Implementation; Child Language; Language Acquisition; Communication Skills; Modeling (Psychology); Time; Fidelity; Developmental Disabilities + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Frühe Kindheit; Parents education; Elternbildung; Elternschule; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Kommunikationsstil; Modeling; Modelling; Modellierung; Zeit; Entwicklungsstörung
Abstract	In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. Using a single case multiple-baseline design across NCT strategies within each family, we examined, (a) parents' fidelity use of the three NCT strategies, (b) parents' use of book reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01