TY - JOUR
T1 - Parent-implemented social-pragmatic communication intervention
T2 - A pilot study
AU - Meadan, Hedda
AU - Angell, Maureen E.
AU - Stoner, Julia B.
AU - Daczewitz, Marcus E.
N1 - Funding Information:
This study was conducted as part of the Parent-Implemented Communication Strategies (PiCS) project, a 3-year development project funded by the Institute of Education Sciences. The project’s research team included three university professors from a Department of Special Education, one of whom is a speech-language pathologist, and five graduate students from the Department of Special Education or Department of Communication Sciences and Disorders at a large Midwestern university.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was part of a federal grant project funded by the U.S. Department of Education, Institute of Education Sciences.
Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.
PY - 2014/6
Y1 - 2014/6
N2 - 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.
AB - 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.
KW - naturalistic teaching strategies
KW - parent interventionists
KW - visual teaching strategies
KW - young children with Down syndrome
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U2 - 10.1177/1088357613517504
DO - 10.1177/1088357613517504
M3 - Article
AN - SCOPUS:84899839500
VL - 29
SP - 95
EP - 110
JO - Focus on Autism and Other Developmental Disabilities
JF - Focus on Autism and Other Developmental Disabilities
SN - 1088-3576
IS - 2
ER -