Abstract
In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. 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 reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single-and multiple-word responses.
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Acknowledgments
This research was conducted when the first author used to work as a tenure-track faculty at the University of Alabama. The authors would like to thank the children and parents who participated in this study.
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This work was supported by the University of Alabama (Grant No. 11003-212101-602110-400).
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The first author designed the study and collected data. The second, third, and fourth authors coded and analyzed the data and contributed to the write-up.
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Akemoğlu, Y., Laroue, D., Kudesey, C. et al. A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities. J Autism Dev Disord 52, 5177–5190 (2022). https://doi.org/10.1007/s10803-022-05549-4
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DOI: https://doi.org/10.1007/s10803-022-05549-4