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ERIC Number: EJ1353246
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0896-3746
EISSN: EISSN-1550-5081
Developing Parents Plus: A Parent-Implemented Intervention for Young Children with Developmental Language Disorders
Brook E. Sawyer; Carol Scheffner Hammer; Julie K. Santoro; Julie C. Smith; Edward G. Feil
Infants and Young Children, v35 n3 p205-221 Jul-Sep 2022
In this article, we describe the development and investigation of the social validity of Parents Plus, a parent-implemented intervention for preschool children with developmental language disorder. Parents Plus is a fully online intervention that is delivered through three components: (a) training delivered through an app that educates parents on how to use focused stimulation (FS), a language facilitation strategy; (b) parent implementation of FS during naturally occurring routines; and (c) remote practice-based coaching provided by a coach via Zoom. Parents Plus was developed in three steps: (a) initial content development with input from parents and professional advisory board members, (b) brief field test with five parent-child dyads, and (c) full-length field test with seven parent-child dyads. Throughout the development process, we collected social validity data on the intervention's goals, procedures, content and outcomes. Each step was followed by revisions to Parents Plus. Findings suggest that Parents Plus has strong social validity. Recommendations for early intervention practice are provided based on lessons learned, such as different methods to scaffold learning experiences for parents. [For the corresponding grantee submission, see ED621738.]
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Related Records: ED621738
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (NCSER) (ED/IES)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A160070