Abstract
Maternal verbal responsiveness in naturally occurring interactions is known to facilitate language development for children with neurodevelopmental disorders. The present study used a series of A-B replications to examine proximal effects of a naturalistic language intervention on the use of specific language support strategies by mothers of eight young children with an autism spectrum disorder (ASD). Distal effects on child communication also were examined. The intervention consisted of four monthly parent education lessons, each paired with face-to-face clinician coaching of a play-based parent-child interaction. In addition, 12 distance coaching sessions were implemented via desktop video-teleconferencing (VTC). Parents increased their use of verbal responses that followed into their child's focus of attention and responded to child communication acts. Parents also increased the frequency with which they prompted child communication. Increases in parent strategy use were observed during both on-site and distance coaching sessions. Implications for future research are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 172-185 |
| Number of pages | 14 |
| Journal | Topics in Early Childhood Special Education |
| Volume | 33 |
| Issue number | 3 |
| DOIs | |
| State | Published - Nov 2013 |
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Keywords
- autism spectrum disorder
- language/communication intervention
- naturalistic
- parent education
- parent-child interaction
- video-teleconference
ASJC Scopus subject areas
- Education
- Public Health, Environmental and Occupational Health
Cite this
Distance Video-Teleconferencing in Early Intervention : Pilot Study of a Naturalistic Parent-Implemented Language Intervention. / McDuffie, Andrea; Machalicek, Wendy; Oakes, Ashley; Haebig, Eileen; Weismer, Susan Ellis; Abbeduto, Leonard J.
In: Topics in Early Childhood Special Education, Vol. 33, No. 3, 11.2013, p. 172-185.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Distance Video-Teleconferencing in Early Intervention
T2 - Pilot Study of a Naturalistic Parent-Implemented Language Intervention
AU - McDuffie, Andrea
AU - Machalicek, Wendy
AU - Oakes, Ashley
AU - Haebig, Eileen
AU - Weismer, Susan Ellis
AU - Abbeduto, Leonard J
PY - 2013/11
Y1 - 2013/11
N2 - Maternal verbal responsiveness in naturally occurring interactions is known to facilitate language development for children with neurodevelopmental disorders. The present study used a series of A-B replications to examine proximal effects of a naturalistic language intervention on the use of specific language support strategies by mothers of eight young children with an autism spectrum disorder (ASD). Distal effects on child communication also were examined. The intervention consisted of four monthly parent education lessons, each paired with face-to-face clinician coaching of a play-based parent-child interaction. In addition, 12 distance coaching sessions were implemented via desktop video-teleconferencing (VTC). Parents increased their use of verbal responses that followed into their child's focus of attention and responded to child communication acts. Parents also increased the frequency with which they prompted child communication. Increases in parent strategy use were observed during both on-site and distance coaching sessions. Implications for future research are discussed.
AB - Maternal verbal responsiveness in naturally occurring interactions is known to facilitate language development for children with neurodevelopmental disorders. The present study used a series of A-B replications to examine proximal effects of a naturalistic language intervention on the use of specific language support strategies by mothers of eight young children with an autism spectrum disorder (ASD). Distal effects on child communication also were examined. The intervention consisted of four monthly parent education lessons, each paired with face-to-face clinician coaching of a play-based parent-child interaction. In addition, 12 distance coaching sessions were implemented via desktop video-teleconferencing (VTC). Parents increased their use of verbal responses that followed into their child's focus of attention and responded to child communication acts. Parents also increased the frequency with which they prompted child communication. Increases in parent strategy use were observed during both on-site and distance coaching sessions. Implications for future research are discussed.
KW - autism spectrum disorder
KW - language/communication intervention
KW - naturalistic
KW - parent education
KW - parent-child interaction
KW - video-teleconference
UR - http://www.scopus.com/inward/record.url?scp=84884947113&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84884947113&partnerID=8YFLogxK
U2 - 10.1177/0271121413476348
DO - 10.1177/0271121413476348
M3 - Article
AN - SCOPUS:84884947113
VL - 33
SP - 172
EP - 185
JO - Topics in Early Childhood Special Education
JF - Topics in Early Childhood Special Education
SN - 0271-1214
IS - 3
ER -