Parent-mediated communication interventions for improving the communication skills of preschool children with non-progressive motor disorders

Pennington, Lindsay; Akor, Wanwuri; Laws, Kate; Goldbart, Juliet

doi:10.1002/14651858.cd012507.pub2

Cited by 19 publications

(10 citation statements)

References 87 publications

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“…However, to examine patterns of communication behaviour recordings of at least 10 min were needed (Roberts and Kaiser , Pennington et al . ). The data generated in such recordings exceeded smartphone capacity and so GoPro cameras were used to record interaction for outcome measurement.…”

Section: Methodsmentioning

confidence: 97%

“…, Pennington et al . ). Whereas group designs usually evaluate between‐ and within‐group differences at discrete points in time (e.g., at one point before and one or two points after intervention), SCED uses multiple measurements to observe the point at which behaviour change begins and how it proceeds.…”

Section: Introductionmentioning

confidence: 97%

“…The current study is the first stage in evaluating this complex intervention (Craig et al 2008). Previous research has used single case experimental design (SCED) and group designs to evaluate parent training for families of children with severe disabilities (Parker-McGowan et al 2014, Kent-Walsh et al 2015, Pennington et al 2018. Whereas group designs usually evaluate between-and within-group differences at discrete points in time (e.g., at one point before and one or two points after intervention), SCED uses multiple measurements to observe the point at which behaviour change begins and how it proceeds.…”

Section: Introductionmentioning

confidence: 99%

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Feasibility of parent communication training with remote coaching using smartphone apps

Stockwell

Alabdulqader

Jackson

et al. 2019

Intl J Lang & Comm Disor

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Background Communication training for parents of young children with neurodisability is often delivered in groups and includes video coaching. Group teaching is problematic when there is wide variation in the characteristics and needs amongst participants. Aims To assess the potential feasibility and acceptability of delivering one‐to‐one parent training supported by remote coaching using smartphone apps and of conducting further trials of the intervention. Methods & Procedures We aimed to recruit eight children aged 12–48 months with motor disorders and communication difficulties and to provide families with individual parent training in six weekly home visits supplemented by remote coaching via smartphone apps. For outcome measurement, parents recorded their interaction with their child thrice weekly during baseline (3 weeks), intervention, post‐intervention (3 weeks) and follow‐up (1 week). Measures comprised parent responsiveness and counts of children's communication and vocalization. Research design feasibility was measured through rates of recruitment, attrition, outcome measure completion and agreement between raters on outcome measurement. Intervention feasibility was assessed through the proportion of therapy sessions received, the number of videos and text messages shared using the apps in remote coaching, and message content. Parents were interviewed about the acceptability of the intervention and trial design. Interviews were transcribed and analyzed using inductive thematic analysis. Outcomes & Results Nine children were recruited over 16 weeks. All fitted the inclusion criteria. Four families withdrew from the study. Five families completed the intervention. No family submitted the target number of video recordings for outcome measurement. Interrater agreement was moderate for child communication (K = 0.46) and vocalization (K = 0.60) and high for The Responsive Augmentative and Alternative Communication Style scale (RAACS) (rs = 0.96). Parents who completed the intervention reported positive experiences of the programme and remote coaching via the apps. Therapist messages via the app contained comments on parent and child behaviour and requests for parental reflection/action; parental messages contained reflections on children's communication. Conclusions & Implications The intervention and study design demanded high levels of parental involvement and was not suitable for all families. Recording shorter periods of interaction via mobile phones or using alternative methods of data collection may increase feasibility of outcome measurement.

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Section: Methodsmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Feasibility of parent communication training with remote coaching using smartphone apps

Stockwell

Alabdulqader

Jackson

et al. 2019

Intl J Lang & Comm Disor

Self Cite

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“…Parental responsiveness has also been shown to be predictive of developmental outcomes in children with disabilities (Warren and Brady, 2007). In the case of children with intellectual disabilities (ID), maternal responsiveness has been positively related to the child’s linguistic development (Yoder and Warren, 1998, 2000, 2001; Hauser-Cram et al, 2001), cognitive development (Waserman et al, 1985), and social development (Girolametto et al, 1994; Mahoney and Perales, 2003).…”

Section: Introductionmentioning

confidence: 99%

Demographic and Parental Factors Associated With Developmental Outcomes in Children With Intellectual Disabilities

et al. 2019

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The aim of the study was to examine the relation between demographic variables, parental characteristics, and cognitive, language and motor skills development in children with intellectual disabilities (ID). A sample of 89 children with ID, aged 20–47 months, completed the Bayley Scales of Infant Development to measure cognitive, motor, and linguistic development. Parents were administered questionnaires about demographic information and parental anxiety, depression, parental stress, conjugality and familial functioning. Parenting behaviors (affection, responsiveness, encouragement, and teaching) were observed using the Spanish version of PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). A bivariate analysis showed that cognitive development in infants was significantly related to the mother’s and father’s responsiveness, and to the father’s teaching scores. Infant language development was related to a variety of maternal factors (educational level, anxiety, depression, maternal responsiveness) and to the father’s teaching scores. None of the factors were statistically related to child motor development. A multivariate regression analysis indicated that children’s cognitive development can be predicted by a linear combination of maternal responsiveness and paternal teaching scores. Language development can be predicted by a linear combination of maternal anxiety and responsiveness, and paternal teaching scores. The present study provides evidence of the importance of paternal involvement for cognitive and language development in children with intellectual disabilities, and contributes to the increasing literature about fathering. Gaining knowledge about parental contributions to children’s development is relevant for improving positive parenting in early intervention programs.

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“…The aim of this commentary is to discuss in a rehabilitation perspective on the recently published Cochrane Review "Parent-mediated communication interventions for improving the communication skills of preschool children with non-progressive motor disorders" by Pennington, Akor, Laws, & Goldbart 1 1 The abstract/plain language summary of this Cochrane Review is taken from a Cochrane Review previously published (Pennington, Akor, Laws, & Goldbart, 2018), under the direct supervision of Cochrane Developmental, in the Cochrane Database of Systematic Reviews 2018, Issue 7, DOI: 10.1002/14651858.CD012507.pub2 (see www.cochrane library.com for information). Cochrane Reviews are regularly updated as new evidence emerges and in response to feedback, and Cochrane Database of Systematic Reviews should be consulted for the most recent version of the review.…”

Section: Introductionmentioning

confidence: 99%

Can communication training for parents of young children with movement disorders improve the communication between children and parents? A Cochrane Review summary with commentary

Levack

2020

NRE

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BACKGROUND: Communication impairments are a common challenge for children with non-progressive motor disorders and their parents. OBJECTIVE: To assess the effects of parent-mediated communication interventions for improving the communication skills of preschool children with non-progressive motor disorders. METHODS: To summarize a rehabilitation-relevant Cochrane Review conducted by Pennington et al. RESULTS:Two studies were identified, involving 38 children and their mothers. These studies provided very low quality evidence that parent-mediated communication might improve parental responsiveness to their children's communication efforts, but no evidence it influence the children's communication or participation. Small samples sizes, low study numbers, and lack of reporting on some outcomes limited the conclusion that could be drawn from this review. CONCLUSIONS: High quality adequately powered trials of parent-mediate communication interventions for children with communication impairments arising from non-progressive motor disorders should be encouraged.

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Parent-mediated communication interventions for improving the communication skills of preschool children with non-progressive motor disorders

Cited by 19 publications

References 87 publications

Feasibility of parent communication training with remote coaching using smartphone apps

Feasibility of parent communication training with remote coaching using smartphone apps

Demographic and Parental Factors Associated With Developmental Outcomes in Children With Intellectual Disabilities

Can communication training for parents of young children with movement disorders improve the communication between children and parents? A Cochrane Review summary with commentary

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