Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study

Autor/inn/en	Meadan, Hedda; Angell, Maureen E.; Stoner, Julia B.; Daczewitz, Marcus E.
Titel	Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study
Quelle	In: Focus on Autism and Other Developmental Disabilities, 29 (2014) 2, S.95-110 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357613517504
Schlagwörter	Down Syndrome; Young Children; Parents as Teachers; Communication Skills; Feasibility Studies; Program Effectiveness; Training; Coaching (Performance); Teaching Methods; Intervention + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Frühe Kindheit; Kommunikationsstil; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2-5 years) with Down syndrome to promote and enhance these children's social-pragmatic communication skills. Five parent interventionist-child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents' correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children's social-pragmatic communication skills. Implications for practice and future research are described. (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