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.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183229 |
| Contributors | Brown, Jennifer A. (authoraut), Woods, Juliann (professor directing dissertation), Hanline, Mary Frances (university representative), Wetherby, Amy (committee member), Jackson, Carla Wood (committee member), School of Communication Science and Disorders (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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