ERIC Number: EJ1105672
Record Type: Journal
Publication Date: 2016-Aug
Abstractor: As Provided
Parent-Implemented Communication Intervention: Sequential Analysis of Triadic Relationships
Brown, Jennifer A.; Woods, Juliann J.
Topics in Early Childhood Special Education, v36 n2 p115-124 Aug 2016
Collaboration with parents and caregivers to support young children's communication development is an important component to early intervention services. Coaching parents to implement communication support strategies is increasingly common in parent-implemented interventions, but few studies examine the process as well as the outcomes. We explored the triadic relationships between interventionist, parent, and child within a parent-implemented communication for toddlers with Down syndrome (DS), autism spectrum disorder (ASD), or developmental delays (DD). Time-window sequential analyses revealed that parents were more likely to use communication strategies during or immediately following coaching strategies that encouraged the parents' active role. Children were more likely to use targeted communication skills immediately following responsive parent interactions. Intervention occurred in similar frequencies across play and non-play routine contexts. This analysis provides preliminary information on understanding potential mediating variables in parent-implemented interventions. Implications for increasing parent capacity-building and child outcomes through coaching are discussed.
Descriptors: Sequential Approach, Pervasive Developmental Disorders, Developmental Delays, Parents, Caregivers, Early Intervention, Infants, Toddlers, Disabilities, Educational Legislation, Equal Education, Federal Legislation, Coaching (Performance), Feedback (Response), Early Childhood Education, Autism, Speech Language Pathology, Video Technology, Program Implementation, Special Education, Young Children
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: H326M070004|H325D070023