The Power of Parents: Parent-Implemented Interventions for Young Children with Autism

Charlop, Marjorie H.; Lang, Russell; Rispoli, Mandy

doi:10.1007/978-3-319-72500-0_8

Cited by 4 publications

(1 citation statement)

References 85 publications

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“…In fact, parent-implemented interventions have been recognized as an evidence-based practice for young children with disabilities (Steinbrenner et al, 2020; Wong et al, 2015). In parent-implemented interventions, parents are taught and coached to use evidence-based strategies within play and daily routines with their young children (Charlop et al, 2018). When professionals facilitate and encourage parents’ skill development and competence in supporting their children’s learning and development, parents’ and children’s behaviors are likely to improve.…”

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confidence: 99%

A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities

Yang

Meadan

Ostrosky

2021

Journal of Early Intervention

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Children with disabilities often experience gross motor delays. Adults, including parents, can play a crucial role in supporting children’s motor development. However, a limited number of research studies have focused on building parents’ capacity to support their young children’s motor skill development. The purpose of this study was to examine the effects of a training and coaching program on parent implementation of prompting procedures and children’s gross motor skills. A multiple-probe single-case design across three parent–child dyads was used to evaluate the effectiveness of the intervention. The findings show that parents learned how to implement prompting procedures with high fidelity. In addition, the parents reported improvements in their children’s gross motor performance.

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A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities

Yang

Meadan

Ostrosky

2021

Journal of Early Intervention

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Service and Learning at a Residential Parenting Program for Incarcerated Mothers: Speech-Language Pathology Student Outcomes and Maternal Perspectives

Pace

Krings

Dunlap

et al. 2019

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Purpose This article reports preliminary outcomes from a service-learning (SL) experience for graduate students in the Speech-Language Pathology program with incarcerated mothers who reside with their infants at a residential parenting program. We present an ecological model to serve as a framework for interpreting the impact of the experience on student learning and maternal perceptions. Method Graduate speech-language pathology students (total n = 30) participated in an SL project, called the Partnership for Healthy Parenting . With faculty guidance, students implemented parent education and child development workshops designed to foster secure attachment relationships, enhance the quality of mother–child interactions, and promote communication and language development. Students completed self-report scales measuring civic attitudes and self-efficacy before participating; they also provided written reflections about their experience that were analyzed qualitatively. Mothers completed voluntary feedback surveys after each workshop. Results Student reflections revealed a variety of perceived positive learning outcomes related to personal attitudes and beliefs about their role as a clinician, family-centered practices in early intervention, and knowledge about the population of interest. Feedback surveys administered to mothers who attended the workshops indicated satisfaction relating to the value of the services provided. Conclusions SL programs may benefit students, faculty, communities, higher education institutions, and the relationships among all these stakeholders. Results, limitations, and implications for strengthening university–community collaborations in the field of communication disorders are discussed.

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The Effectiveness of Parent Training Program in Teaching Domestic Skills to Individuals with Intellectual Disability

Ulugöl¹,

Cavkaytar

2020

Anadolu Journal of Educational Sciences International

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Zihin yetersizliği (ZY) olan bireylerin eğitiminde temel amaç onları günlük yaşamda başkalarına en az bağımlı olacak duruma getirmektedir. Bu amaçla okul programlarında çeşitli etkinliklere yer verilmektedir. Ancak, öğrenilen becerilerin doğal ortamlara transferinde sorunlar yaşanabilmektedir. Bu durumda doğal desteklerin sürece katılması önem kazanmaktadır. Bu desteklerden biri de anne baba dışında yakın akrabalardan biri olabilmektedir. Bu gerekçeyle aileleri ZY olan çocuğuna ev temizliği ve düzeni kapsamındaki becerileri öğretmede yeterli duruma getirmek amacıyla araştırmacılar tarafından bir aile eğitimi programı geliştirilmiştir. Araştırma 22 yaşında orta düzeyde ZY olan bir birey ve bu bireyin 52 yaşındaki teyzesi ile yürütülmüştür. Araştırmanın amacı, geliştirilen aile eğitim programını tamamlayan teyzenin gerçekleştirdiği öğretim çalışmalarının, ZY olan yeğenin ev temizliği ve ev düzeni becerilerini öğrenmedeki etkisini belirlemektir. Davranışlar arası çoklu yoklama modelinin kullanıldığı araştırma sonucunda birey belirlenen becerileri kazanmış ve kararlı veriye ulaşmıştır. İzleme verileri bireyin kazandığı becerileri koruduğunu göstermiştir. Teyze ipucunun giderek arttırılması yöntemini uygun ve güvenilir bir şekilde kullanmıştır. Bu durum doğal bir öğretim süreci sunan ipucunun giderek arttırılması yönteminin planlı ve kapsamlı bir eğitimle profesyoneller dışındaki kişiler tarafından güvenilir ve etkili bir şekilde kullanılabildiğini göstermektedir. Sosyal geçerlik verileri teyzenin aile eğitimi programına katılmaktan ve yeğenine bu becerileri kazandırabilmiş olmaktan dolayı memnun olduğunu göstermiştir.

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The Power of Parents: Parent-Implemented Interventions for Young Children with Autism

Cited by 4 publications

References 85 publications

A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities

A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities

Service and Learning at a Residential Parenting Program for Incarcerated Mothers: Speech-Language Pathology Student Outcomes and Maternal Perspectives

The Effectiveness of Parent Training Program in Teaching Domestic Skills to Individuals with Intellectual Disability

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