Coaching Early Intervention Service Providers via Telepractice / Yusuf AKEMOGLU in Focus on Autism and Other Developmental Disabilities, 41-1 (March 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.29-41 Titre : Coaching Early Intervention Service Providers via Telepractice Type de document : texte imprimé Auteurs : Yusuf AKEMOGLU, Auteur ; Vanessa HINTON, Auteur Article en page(s) : p.29-41 Langues : Anglais (eng) Mots-clés : early intervention  service providers  coaching  training  autism  parents  telepractice Index. décimale : PER Périodiques Résumé : In the current study, we described a multitiered study of coaching the coaches via telepractice (CCT) intervention package. The CCT was an intervention program designed to train and coach early intervention service providers (EISPs) so that they can coach parents to use evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) and reading techniques during shared book reading with their young children with autism. Three participating U.S. service providers went through a self-directed training via online modules and were coached via telepractice technologies (videoconferences). Using a single-case multiple-baseline design across participants, we (a) examined EISPs’ implementation fidelity (accuracy/quality) of coaching practices, (b) assessed their knowledge on communication strategies and coaching practices, and (c) sought information about their perception on the feasibility and outcomes of the intervention. Visual analysis of the observational data showed a functional relation between the CCT program and EISPs’ coaching practices. En ligne : https://dx.doi.org/10.1177/10883576251396834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Coaching Early Intervention Service Providers via Telepractice [texte imprimé] / Yusuf AKEMOGLU, Auteur ; Vanessa HINTON, Auteur . - p.29-41. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.29-41 Mots-clés : early intervention  service providers  coaching  training  autism  parents  telepractice Index. décimale : PER Périodiques Résumé : In the current study, we described a multitiered study of coaching the coaches via telepractice (CCT) intervention package. The CCT was an intervention program designed to train and coach early intervention service providers (EISPs) so that they can coach parents to use evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) and reading techniques during shared book reading with their young children with autism. Three participating U.S. service providers went through a self-directed training via online modules and were coached via telepractice technologies (videoconferences). Using a single-case multiple-baseline design across participants, we (a) examined EISPs’ implementation fidelity (accuracy/quality) of coaching practices, (b) assessed their knowledge on communication strategies and coaching practices, and (c) sought information about their perception on the feasibility and outcomes of the intervention. Visual analysis of the observational data showed a functional relation between the CCT program and EISPs’ coaching practices. En ligne : https://dx.doi.org/10.1177/10883576251396834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder / Yusuf AKEMOGLU in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2974-2987 Titre : A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Yusuf AKEMOGLU, Auteur ; Kimberly R. TOMENY, Auteur Article en page(s) : p.2974-2987 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology/therapy  Books  Child, Preschool  Communication  Early Intervention, Educational  Female  Humans  Male  Parents  Reading  Autism  Language  Shared reading  Storybook Index. décimale : PER Périodiques Résumé : In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers' use of reading techniques with fidelity, (b) the mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) the children's communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers' use of time delay. En ligne : http://dx.doi.org/10.1007/s10803-020-04757-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder [texte imprimé] / Yusuf AKEMOGLU, Auteur ; Kimberly R. TOMENY, Auteur . - p.2974-2987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2974-2987 Mots-clés : Autism Spectrum Disorder/psychology/therapy  Books  Child, Preschool  Communication  Early Intervention, Educational  Female  Humans  Male  Parents  Reading  Autism  Language  Shared reading  Storybook Index. décimale : PER Périodiques Résumé : In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers' use of reading techniques with fidelity, (b) the mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) the children's communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers' use of time delay. En ligne : http://dx.doi.org/10.1007/s10803-020-04757-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

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