父母的忠诚度会调节 ImPACT 项目对声乐复杂性的影响

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL
Sarah R. Edmunds, Rachel M Hantman, Paul J. Yoder, Wendy L. Stone
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引用次数: 0

摘要

自闭症儿童的年幼兄弟姐妹极有可能(HL)患有自闭症、语言和/或认知障碍。发声复杂性是衡量发声交流发展成熟度的一个连续性指标,亲子互动有助于发声复杂性的提高,并能预测语言成果。ImPACT项目是一项为期12周、以家长为中介的自然发展行为干预(NDBI)项目,本研究考察了家长对ImPACT项目的干预忠实度是否会影响ImPACT项目对家长言语反应能力(干预后)和儿童发声复杂性(干预后3个月)的影响。54 名 12 至 24 个月大的 HL 儿童与父母组成的二人组接受了为期 12 周的 ImPACT 项目(28 人)或正常项目(26 人)。ImPACT 项目通过改善父母对干预技术的使用,间接提高了父母的言语反应能力和儿童发声的复杂性。ImPACT 项目在支持早期社会沟通方面的功效可能归功于该项目如何帮助家长提高在儿童的日常环境中使用干预策略的质量和频率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Parent Fidelity Mediates the Effect of Project ImPACT on Vocal Complexity
Younger siblings of autistic children are at a high likelihood (HL) of autism, language, and/or cognitive delays. Vocal complexity, a continuous measure of the developmental maturity of vocal communication, is facilitated by parent-child interaction and predicts language outcomes. This study examined whether parents’ intervention fidelity to Project ImPACT, a 12-week, parent-mediated, naturalistic developmental behavioral intervention (NDBI), mediated the effect of Project ImPACT on parents’ verbal responsiveness (post-intervention) and children’s vocal complexity (3 months post-intervention). Participants were 54 12- to 24-month-old HL child-parent dyads who received 12 weeks of Project ImPACT ( n = 28) or business-as-usual ( n = 26) . Project ImPACT indirectly improved both parents’ verbal responsiveness and children’s vocal complexity by improving parents’ use of the intervention techniques. The efficacy of Project ImPACT in supporting early social communication might be attributed to how Project ImPACT helps parents improve the quality and frequency of their use of the intervention strategies across children’s everyday settings.
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来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
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