ERIC Number: ED271913
Record Type: RIE
Publication Date: 1985-Aug
Reference Count: 0
An Investigation of the Effects of a Parent-Implemented Intervention to Increase the Social-Communicative Behaviors of Prelinguistic Infants with Down Syndrome. Final Report.
Fewell, Rebecca R.; Sandall, Susan R.
Two studies investigated the effectiveness of a parent-implemented intervention to teach nine Down Syndrome infants social-communicative behaviors. The intervention took place in the infants' homes and consisted of teaching parents: (1) to recognize social-communicative behaviors; (2) to use specified turn-taking strategies in games and routines; and (3) to implement specified games and routines at home. The experimental design used was a multiple baseline across subjects. A training tape and a written hand-out were made to instruct parents in training procedures. Data were collected by observers during the infants' weekly visits to a university-affiliated, center-based parent-infant program. Data analysis methods included visual inspection of the graphed data. These two studies demonstrated the utility of a parent-implemented interactional approach, and the results showed changes in the behavior of eight of nine parents with corresponding changes in the behavior of seven of the nine infants. A six-page list of references, a parent intervention handout, a Communicative Intention Inventory, and elicitation tasks and coding scheme are appended. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Washington Univ., Seattle.