Parent Perspectives on Home-Based Intervention for Young Children with Developmental Disabilities: The Parent-Implemented Communication Strategies (PiCS) Project in Illinois, USA

Autor/inn/en	Meadan, Hedda; Stoner, Julia B.; Angell, Maureen E.
Titel	Parent Perspectives on Home-Based Intervention for Young Children with Developmental Disabilities: The Parent-Implemented Communication Strategies (PiCS) Project in Illinois, USA
Quelle	In: Journal of the American Academy of Special Education Professionals, (2015), S.131-150 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Parent Attitudes; Developmental Disabilities; Intervention; Young Children; Expressive Language; Language Impairments; Interviews; Home Programs; Parents as Teachers; Spouses; Siblings; Surveys; Qualitative Research; Family Attitudes; Program Effectiveness; Communication Skills; Social Development; Interaction; Parent Child Relationship; Illinois + Suchen Sie Ihr Suchwort? Elternverhalten; Entwicklungsstörung; Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Interviewing; Interviewtechnik; Ehepartner; Sibling; Geschwister; Survey; Umfrage; Befragung; Qualitative Forschung; Kommunikationsstil; Soziale Entwicklung; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Parents' perspectives on a home-based, parent-implemented social-pragmatic communication intervention for young children aged 37 to 60 months with limited expressive language are presented in this report. The researchers analyzed the perspectives of seven parent participants in the Institute of Education Sciences-funded Parent-Implemented Communication Strategies (PiCS) project and their family members. Data included individual interviews with the parent interventionists, their spouses, and siblings of the target children, external evaluator findings, and survey responses. The research team employed qualitative research methodology to examine family perspectives on the PiCS project. Three major findings emerged concerning the PiCS intervention: (a) the intervention resulted in changes in the interaction between the parent interventionists and the target children, (b) the changed interaction had a positive effect on the children's social-pragmatic communication skills, and (c) the intervention resulted in positive changes in entire families' interactions with the target children. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01