Exploring Coaching Strategies in a Parent-Implemented Intervention for Toddlers

• Other Authors: Brown, Jennifer A. (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Communication; Communicative disorders
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5324

Purpose: This study examined the triadic relationships between the early interventionist, the parent and the child in a parent-implemented communication intervention for toddlers. Specifically, relationships between coaching strategies used by interventionists, parents' implementation of communication intervention strategies, child communication targets, and the intervention context were explored. Method: A series of multiple-baseline single-case designs with replication across nine parent-child dyads was used to evaluate the effects of the family-guided routines-based intervention for toddlers eligible for IDEA Part C service due to developmental delays. Sequential analyses from aggregate data across the intervention phase provided a preliminary exploration of contingent relationships between coaching strategies, parent intervention strategies, and child communication. Results: Coaching strategies that provided opportunities for an active parent role (i.e., caregiver and guided practice with feedback and observation) were associated with higher parent implementation of intervention strategies. Responsive parent communication strategies yielded stronger relationships with child communication than modeling or prompting/milieu teaching strategies. Conclusions: Parent-implemented communication intervention focused on building parents' capacity through a collaborative coaching process in family-guided routines shows promise for enhanced parent and child outcomes as well as implementation of recommended practices in the early intervention system. === A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Fall Semester, 2012. === October 24, 2012. === coaching, communication, early intervention, parent-implemented, toddlers === Includes bibliographical references. === Juliann Woods, Professor Directing Dissertation; Mary Frances Hanline, University Representative; Amy Wetherby, Committee Member; Carla Wood Jackson, Committee Member.