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Coaching parents of children with developmental disabilities (Pierson et al., 2020)

journal contribution
posted on 22.12.2020, 22:43 by Lauren M. Pierson, Julie L. Thompson, J. B. Ganz, Sanikan Wattanawongwan, April N. Haas, Valeria Yllades
Purpose: Storybook reading provides a naturalistic context to promote bonding and increase oral communication between the reader and child. This study investigated the impact of modified dialogic reading procedures, which included a prompting component on the language skills of children with autism spectrum disorder and Down syndrome in the children’s homes.
Method: A multiple-probe-across-participants design was used to investigate the efficacy of the intervention for this population. Parent training and coaching were provided via telepractice. Maintenance and generalization sessions were also conducted.
Results: A functional relation was observed between parent implementation and telepractice coaching.
Conclusion: While the child responses to comprehension questions did not change, changes in the parent implementation of modified dialogic reading procedures in response to coaching via telepractice were noted in this study.

Supplemental Material S1. Anticipatory set procedures the parents used during the intervention.

Supplemental Material S2. Flow chart depicting child responses and parent implementation of the PEEER strategy.

Pierson, L. M., Thompson, J. L., Ganz, J. B., Wattanawongwan, S., Haas, A. N., & Yllades, V. (2020). Coaching parents of children with developmental disabilities to implement a modified dialogic reading intervention using low technology via telepractice. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2020_AJSLP-20-00037