[article] 
inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5177-5190

Titre :	A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Yusuf AKEMOÄŽLU, Auteur ; Dayna LAROUE, Auteur ; Carolina KUDESEY, Auteur ; Mary STAHLMAN, Auteur
Année de publication :	2022
Article en page(s) :	p.5177-5190
Langues :	Anglais (eng)
Mots-clés :	Child  Humans  Child, Preschool  Developmental Disabilities/therapy  Autism Spectrum Disorder  Parents/education  Child Language  Communication  Autism  Developmental disabilities  Early intervention  Naturalistic teaching  Parent coaching  Shared reading  Telepractice
Index. décimale :	PER Périodiques
Résumé :	In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. 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 reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses.
En ligne :	http://dx.doi.org/10.1007/s10803-022-05549-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

[article] A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities [Texte imprimé et/ou numérique] / Yusuf AKEMOÄŽLU, Auteur ; Dayna LAROUE, Auteur ; Carolina KUDESEY, Auteur ; Mary STAHLMAN, Auteur . - 2022 . - p.5177-5190.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5177-5190

Mots-clés :	Child  Humans  Child, Preschool  Developmental Disabilities/therapy  Autism Spectrum Disorder  Parents/education  Child Language  Communication  Autism  Developmental disabilities  Early intervention  Naturalistic teaching  Parent coaching  Shared reading  Telepractice
Index. décimale :	PER Périodiques
Résumé :	In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. 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 reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses.
En ligne :	http://dx.doi.org/10.1007/s10803-022-05549-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489