Parents can effectively facilitate positive child behaviour change (Kaiser & Hancock, 2003). Their inclusion as interventionists is an essential component of autism intervention (NRC, 2001) and represents a natural step toward consistent early intervention. However, what constitutes effective delivery of parent programs and their effect outside research settings is limited. The present study explored patterns of change in parent-child communication in the childs natural language learning environment after participation in Hanens More Than Words program. Four patterns of change in the quality and quantity of parent-child talk and language were observed. Overall, parents increased talk immediately after intervention but failed to maintain the increase. Children demonstrated significant changes in gestures, receptive language and frequency of coordinated joint attention. / Special Education
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1274 |
| Date | 11 1900 |
| Creators | Patterson, Stephanie Yoshiko |
| Contributors | Smith, Veronica (Educational Psychology), McQuarrie, Lynn (Educational Psychology), McFarlane, Lu-Anne (Speech Pathology and Audiology |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1834363 bytes, application/pdf |
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