Parent-implemented social-pragmatic communication intervention: A pilot study

Hedda Meadan, Maureen E. Angell, Julia B. Stoner, Marcus E. Daczewitz

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)95-110
Number of pages16
JournalFocus on Autism and Other Developmental Disabilities
Volume29
Issue number2
DOIs
StatePublished - Jun 2014

Keywords

  • naturalistic teaching strategies
  • parent interventionists
  • visual teaching strategies
  • young children with Down syndrome

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Clinical Neurology
  • Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health

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