A Parent-Implemented Shared Reading Intervention via Telepractice

Abstract

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. 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 RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading

“…While this study occurred in both a face-to-face and an online format, future research could determine whether one format is better than the other using a single-case comparison design (e.g., parallel treatments). Finally, future research could focus on coaching other teachers or parents to use shared reading with students with ESN, as in a study by Akemoglu et al (2021) that used naturalistic communication teaching strategies (e.g., modeling, mand-model, time delay) to train parents to increase language and communication during shared reading with children.…”

Parental Participation Practices as Precursors of Pupils’ Early Reading Literacy Skills Achievement Kiambaa Sub-County, Kiambu County, Kenya

“…At lower primary, children are expected to have already developed reading readiness skills (Mugalavai, 2012) However, knowledge and information about the mechanisms of parental involvement with lower primary school pupils' reading skills and factors influencing parental involvement in Kenya remain inadequate. If parents do not guide their children for example in reading, to prepare them to be successful in school and reading, they can only do so at their own and their children's peril (Akemoglu, 2022;Dupont et al, 2022). Kenya recently adopted a new Competence Based Curriculum (CBC) which is initially being implemented from preschool to grade three.…”

Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents

“…Although there is a growing body of literature supporting the effectiveness of in-person social skills interventions (Gates et al, 2017 ; Hume et al, 2021 ), research on telehealth administration of social skills interventions is more limited. For example, only a few studies have found that parental instruction provided via telehealth results in increased social communication skills (Akemoglu et al, 2021 ; Baharav & Reiser, 2010 ; Hao et al, 2021 ; Meadan et al, 2016 ). Additionally, Cihon and colleagues’ ( 2021 ) investigation of a telehealth administration of the Cool Versus Not Cool intervention found that the three children in the study achieved mastery of the program’s seven steps, though only two exhibited generalization of these skills.…”