ERIC Number: EJ1129345
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Teaching Parents Enhanced Milieu Teaching with Words and Signs Using the Teach-Model-Coach-Review Model
Wright, Courtney A.; Kaiser, Ann P.
Topics in Early Childhood Special Education, v36 n4 p192-204 Feb 2017
Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents' delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents' use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.
Descriptors: Teaching Methods, Down Syndrome, Sign Language, Parents as Teachers, Parent Education, Young Children, Coaching (Performance), Communication Skills, Intervention, Case Studies, Program Effectiveness, Models, Generalization, Fidelity, Program Implementation, Observation, Maintenance
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Sponsor: Office of Special Education and Rehabilitative Services (ED); National Center for Research Resources (NIH/DHHS); National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: H325D070075; H326M070004; UL1RR02497501; 2UL1TR00044506