A Parent-Implemented Shared Reading Intervention via Telepractice

2021 ◽  
pp. 105381512110322
Author(s):  
Yusuf Akemoglu ◽  
Vanessa Hinton ◽  
Dayna Laroue ◽  
Vanessa Jefferson
Keyword(s):  
Time Delay ◽  
Single Case ◽  
Multiple Baseline ◽  
Video Editing ◽  
Baseline Design ◽  
Communicative Acts ◽  
Use Of Time ◽  
Young Children With Disabilities ◽  
Evidenced Based ◽  
Feedback Delivery

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

Parent-Implemented Communication Strategies During Storybook Reading

2019 ◽  
Vol 41 (4) ◽  
pp. 300-320 ◽  
Author(s):  
Yusuf Akamoglu ◽  
Hedda Meadan
Keyword(s):  
Time Delay ◽  
Teaching Strategies ◽  
Book Reading ◽  
Evidence Based ◽  
Storybook Reading ◽  
Baseline Design ◽  
Use Of Time ◽  
Naturalistic Teaching ◽  
Communication Interventions ◽  
Naturalistic Teaching Strategies

Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model

2016 ◽  
Vol 36 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Courtney A. Wright ◽  
Ann P. Kaiser
Keyword(s):  
Parent Training ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Evidence Based Practices ◽  
Baseline Design ◽  
Milieu Teaching ◽  
Review Model ◽  
Communication Interventions ◽  
Enhanced Milieu Teaching

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.

Direct Training to Increase Agreement Between Teachers’ and Observers’ Treatment Integrity Ratings

2017 ◽  
Vol 43 (4) ◽  
pp. 196-211 ◽  
Author(s):  
Lindsay M. Fallon ◽  
Lisa M. H. Sanetti ◽  
Sandra M. Chafouleas ◽  
Michael N. Faggella-Luby ◽  
Amy M. Briesch
Keyword(s):  
Treatment Integrity ◽  
Single Case ◽  
Self Report ◽  
Interrater Agreement ◽  
Multiple Baseline ◽  
Student Outcome ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Direct Training ◽  
Intervention Description

To evaluate students’ responsiveness to an intervention, both student outcome and implementer treatment integrity data are needed. Teachers are often asked to self-report treatment integrity data. However, when self-report responses are compared with those from a direct observer, it is apparent that teachers commonly overestimate the extent to which an intervention was implemented as planned. As such, more research related to teacher self-report to assess treatment integrity is needed. The objective of this preliminary single-case multiple-baseline design study was to improve interrater agreement between observers’ and teachers’ self-report ratings of treatment integrity by providing teachers with comprehensive, direct training (including an intervention description, modeling, practice, and feedback). Results indicate that after this training, agreement between observers’ and teachers’ ratings of treatment integrity improved.

Auditory Intervention in Late-Identified Children With Hearing Loss

2020 ◽  
pp. 152574012091542
Author(s):  
Beatriz de Diego-Lázaro ◽  
María Adelaida Restrepo
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Sentence Comprehension ◽  
Single Case ◽  
Multiple Baseline ◽  
Intervention Effect ◽  
Baseline Design ◽  
Children With Hearing Loss ◽  
Auditory Skills ◽  
Preliminary Support

This study examined the effects of a 9-week auditory intervention on the auditory skills of five children with hearing loss who experienced prolonged auditory deprivation before receiving hearing aids. A single-case multiple baseline design across participants was used to examine the effect of the intervention on the children’s auditory skills using a weekly probe. The analyses showed a moderate to high intervention effect for three out of five participants. Children demonstrated gains in detection, discrimination, and identification, and Participant 5 also showed gains in sentence comprehension. Findings provide preliminary support for offering auditory intervention to children with hearing loss who are late identified and aided in the presence of residual hearing.

iCoaching Behavior-Specific Praise in a Rural Classroom

2021 ◽  
pp. 875687052098230
Author(s):  
Kathleen M. Randolph ◽  
Caroline Sutton Chubb ◽  
Brittany L. Hott ◽  
Elisa Cruz-Torres
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Multiple Baseline ◽  
Future Research ◽  
Emotional And Behavioral Disabilities ◽  
Research Directions ◽  
Baseline Design ◽  
Behavior Specific Praise ◽  
Future Research Directions ◽  
Specific Praise

The purpose of this study was to explore the efficacy of iCoaching to increase the use of behavior-specific praise (BSP) by three educators (one teacher, two paraprofessionals) working in a rural center–based classroom for students with emotional and behavioral disabilities using a short, focused professional development and iCoaching. Results of the single-case delayed multiple baseline design study suggest that iCoaching increased BSP delivery by participants. Furthermore, BSP rates were maintained after iCoaching was withdrawn. Implications for using iCoaching with rural educators and future research directions are discussed.

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