Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study / Hedda MEADAN in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Titre : Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur Article en page(s) : p.95-110 Langues : Anglais (eng) Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study [Texte imprimé et/ou numérique] / Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur . - p.95-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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