A Parent-Implemented Shared Reading Intervention via Telepractice

Autor/inn/en	Akemoglu, Yusuf; Hinton, Vanessa; Laroue, Dayna; Jefferson, Vanessa
Titel	A Parent-Implemented Shared Reading Intervention via Telepractice
Quelle	In: Journal of Early Intervention, 44 (2022) 2, S.190-210 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akemoglu, Yusuf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151211032211
Schlagwörter	Internet; Natural Language Processing; Parent Education; Communication Skills; Young Children; Story Reading; Videoconferencing; Video Technology; Computer Software; Electronic Learning; Early Intervention; Computer Mediated Communication; Educational Strategies; Developmental Disabilities; Language Impairments; Parents as Teachers + Suchen Sie Ihr Suchwort? Natürliche Sprache; Parents education; Elternbildung; Elternschule; Kommunikationsstil; Frühe Kindheit; Computerkonferenz; Lehrstrategie; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	We describe a study of the internet-based Parent-Implemented Communication Strategies--Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. 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 RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (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