通过窃听技术提供自然沟通机会的家长辅导

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2022-09-02 DOI:10.1177/02711214221119031

Rachel J. Hamberger, A. Evmenova, C. Coogle, K. Regan

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引用次数: 0

摘要

我们研究了与患有语言障碍的幼儿的父母进行的BIE电子教学与父母提供的自然沟通机会之间是否存在功能关系，以及当干预措施消失时，父母是否保持了他们提供的自然交流机会。还收集了数据来评估干预措施的社会有效性。结果表明，与语言障碍幼儿的父母进行BIE电子教学可以有效地增加父母提供的自然交流机会。在撤回干预后，家长们将他们提供的自然语言机会保持在基线水平之上。所有参与者都强烈认为，BIE电子教学有助于改变他们与孩子的沟通方式，并将其推荐给其他语言障碍儿童的父母。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Parent Coaching in Natural Communication Opportunities Through Bug-in-Ear Technology

We examined whether there was a functional relation between BIE eCoaching with parents of young children with language disorders and parent provision of natural communication opportunities and whether parents maintained their provision of natural communication opportunities when the intervention was faded. Data also were collected to assess the social validity of the intervention. The results indicate that BIE eCoaching with parents of young children with language disorders was effective in increasing parent provision of natural communication opportunities. Parents maintained their provision of natural language opportunities above baseline levels after intervention was withdrawn. All participants strongly agreed that BIE eCoaching was helpful for changing their communication practices with their child and would recommend it to other parents of children with language disorders.

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

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.