PiCs: Telepractice coaching for a parent of a child who is hard-of-hearing

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Deafness & Education International Pub Date : 2020-04-02 DOI:10.1080/14643154.2019.1587235

Marcus Daczewitz, Hedda Meadan-Kaplansky, Christy Borders

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引用次数: 7

Abstract

ABSTRACT Services for families of young children with low-incidence disabilities (e.g. deaf/hard-of-hearing, DHH) are expensive to deliver and may not be available in all geographic regions. Parents of children who are DHH may be taught and coached to implement strategies to encourage communication. The purpose of this single-case multiple-baseline design study was to implement and assess telepractice teaching and coaching of a parent whose child is hard-of-hearing. The parent was taught to implement naturalistic teaching strategies for communication using the Parent-implemented Communication Strategies (PiCS) protocols (Meadan, H., Angell, M. E., Stoner, J. B., & Daczewitz, M. E. (2014). Parent-implemented social-pragmatic communication intervention: A pilot study. Focus on Autism and other Developmental Disabilities, 29, 1–16. doi:10.1177/1088357613517504). Results varied across strategies, and the parent expressed satisfaction with the goals, procedures, and outcomes of the intervention. Implications include recommendations for practitioners and researchers.

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为低发病率残疾(如聋哑/听力障碍，DHH)的幼儿家庭提供服务是昂贵的，并且可能不是在所有地理区域都能提供。患有DHH儿童的父母可以接受教育和指导，以实施鼓励沟通的策略。本个案多基线设计研究的目的是实施和评估远程实践教学和辅导家长的孩子有听力障碍。父母被教导使用父母实施的沟通策略(PiCS)协议(Meadan, H.， Angell, m.e.， Stoner, j.b.和Daczewitz, m.e.(2014))来实施自然主义的沟通教学策略。父母实施的社会语用沟通干预:一项试点研究。关注自闭症和其他发育障碍，29,1-16。doi: 10.1177 / 1088357613517504)。不同策略的结果不同，家长对干预的目标、程序和结果表示满意。影响包括对从业者和研究人员的建议。

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来源期刊

Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

7.10%

发文量

期刊介绍： Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.