Supporting Spanish-Speaking Families with Children with Disabilities: Evaluating a Training and Coaching Program

Hedda Meadan, Nicole B. Adams, Rebecca E. Hacker, Saury Ramos-Torres, Andrea Fanta

Research output: Contribution to journalArticlepeer-review

Abstract

Researchers report that caregiver-implemented communication interventions are effective and feasible. However, limited information is available on training and coaching programs for families who speak languages other than English in their homes. The purpose of this study was to evaluate a parent training and coaching program originally designed to support English-speaking families, then translated and modified to support Spanish-speaking families with young children with disabilities or speech delays. Specifically, this preliminary evaluation explored the extent to which the program had an impact on the following outcomes for the seven Spanish-speaking caregiver participants: (a) enhanced knowledge of the target communication strategies, (b) enhanced application and correct use of the target communication strategies, and (c) understanding of the feasibility, satisfaction, and perceived impact of the program.

Original languageEnglish (US)
Pages (from-to)489-507
Number of pages19
JournalJournal of Developmental and Physical Disabilities
Volume32
Issue number3
DOIs
StatePublished - Jun 1 2020

Keywords

  • Parent-implemented intervention
  • Spanish speaking families
  • Trainig and coaching

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology

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