A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities

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dc.authoridAkemoğlu, Yusuf/0000-0001-6957-0085
dc.contributor.authorAkemoğlu, Yusuf
dc.contributor.authorLaroue, Dayna
dc.contributor.authorKudesey, Carolina
dc.contributor.authorStahlman, Mary
dc.date.accessioned2023-07-26T11:54:41Z
dc.date.available2023-07-26T11:54:41Z
dc.date.issued2022
dc.departmentDÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractIn the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. Using a single case multiple-baseline design across NCT strategies within each family, we examined, (a) parents' fidelity use of the three NCT strategies, (b) parents' use of book reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses.en_US
dc.description.sponsorshipUniversity of Alabama [11003-212101-602110-400]en_US
dc.description.sponsorshipThis work was supported by the University of Alabama (Grant No. 11003-212101-602110-400).en_US
dc.identifier.doi10.1007/s10803-022-05549-4
dc.identifier.endpage5190en_US
dc.identifier.issn0162-3257
dc.identifier.issn1573-3432
dc.identifier.issue12en_US
dc.identifier.pmid35391629en_US
dc.identifier.scopus2-s2.0-85127677057en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage5177en_US
dc.identifier.urihttps://doi.org/10.1007/s10803-022-05549-4
dc.identifier.urihttps://hdl.handle.net/20.500.12684/12897
dc.identifier.volume52en_US
dc.identifier.wosWOS:000779234900001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakPubMeden_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkemoğlu, Yusuf
dc.language.isoenen_US
dc.publisherSpringer/Plenum Publishersen_US
dc.relation.ispartofJournal of Autism and Developmental Disordersen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectTelepractice; Autism; Developmental Disabilities; Shared Reading; Naturalistic Teaching; Parent Coaching; Early Interventionen_US
dc.subjectYoung-Children; Reading Intervention; Autism; Homeen_US
dc.titleA Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilitiesen_US
dc.typeArticleen_US

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