通过远程练习将视频反馈纳入父母实施的自然发展行为干预包中

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Ciara L. Ousley, Tracy J. Raulston, C. Gilhuber
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引用次数: 4

摘要

没有达到发育里程碑的幼儿通常会经历沟通迟缓。早期自然主义发展行为干预是有效的,父母可以成功地将这些沟通策略嵌入到游戏时间常规中,包括通过远程训练提供指导。视频反馈是一种基于力量的指导方法,已经成功地应用于增加积极的育儿行为(例如,描述性表扬,反应性)。然而,关于使用视频反馈作为发育迟缓儿童父母沟通干预的指导工具的研究有限。我们评估了基于远程实践的家长培训,随后的联合反思和视频反馈指导对家长策略使用和儿童沟通目标的影响,采用了三对父母-孩子的并发多基线设计。家长对干预的可行性和适当性的看法是积极的。本文讨论了其影响,并对未来的研究和实践提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Incorporating Video Feedback Within a Parent-Implemented Naturalistic Developmental Behavioral Intervention Package Via Telepractice
Delays in communication are commonly experienced by young children who are not meeting developmental milestones. Early naturalistic developmental behavioral interventions are efficacious, and parents can successfully embed these communication strategies into playtime routines, including when coaching is delivered via telepractice. Video feedback is a strength-based coaching method that has been successfully applied to increase positive parenting behaviors (e.g., descriptive praise, responsivity). However, limited research exists on the use of video feedback as a coaching tool for parents of children with developmental delays for communication interventions. We evaluated the effects of a telepractice-based parent training followed by joint reflections and video feedback coaching on parent strategy use and child communication targets, using a concurrent multiple-baseline across three parent–child dyads design. Parent perceptions of the feasibility and appropriateness of the intervention were positive. We discuss implications and provide suggestions for future research and practice.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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