Distance Video-Teleconferencing in Early Intervention

McDuffie, Andrea; Machalicek, Wendy; Oakes, Ashley; Haebig, Eileen; Weismer, Susan Ellis; Abbeduto, Leonard

doi:10.1177/0271121413476348

Cited by 68 publications

(23 citation statements)

References 28 publications

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“…To date, telepractice has been used to prepare parents (e.g., Suess et al 2014), and educators (e.g., Gibson et al 2010) as interventionists for individuals with ASD. Participants have been taught behavioral principles (e.g., Heitzman-Powell et al 2014), naturalistic teaching strategies (i.e., turn-taking, joint attention, time delay prompting, and follow-in commenting; Baharav and Reiser 2010;McDuffie et al 2013), discrete trial teaching (Hay-Hansson and Eldevik 2013), functional communication training (Gibson et al 2010;Suess et al 2014), preference assessments ), and behavioral assessments (Machalicek et al 2010;Wacker et al 2013a). The telepractice training programs typically included online instruction and immediate feedback provided via videoconferencing.…”

Section: Telepractice With Asd Interventionistsmentioning

confidence: 99%

“…First, while two previous studies taught parents of children with ASD naturalistic teaching strategies (e.g., turn-taking, joint attention, time delay prompting, and follow-in commenting; Baharav and Reiser 2010;McDuffie et al 2013), no study to date has evaluated the use of telepractice to prepare ASD interventionists in incidental teaching. As incidental teaching is a recognized evidence-based naturalistic teaching practice for teaching social-communication skills to children with ASD (National Professional Development Center on Autism Spectrum Disorder 2010; Wong et al 2015), there is a need to extend telepractice literature to this teaching method.…”

Section: Telepractice With Asd Interventionistsmentioning

confidence: 99%

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Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

et al. 2016

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Telepractice has emerged as a potentially effective means of preparing parents and educators as interventionists for children with autism spectrum disorder (ASD). The purpose of this study was to evaluate the use of telepractice to train interventionists to implement incidental teaching with preschool children with ASD. Three interventionists were taught to implement incidental teaching using a telepractice training package consisting of an online module, self-evaluation, and delayed performance feedback delivered via videoconferencing. A single-case multiple-baseline across-participant design was employed to evaluate the effects of the telepractice training package on interventionist acquisition and maintenance of incidental teaching. The distal effects of interventionist implementation of incidental teaching on child mands were also evaluated. Results showed that following the telepractice training program, interventionist implementation fidelity improved and child mands increased. Within six telepractice sessions, all interventionists reached the preset performance criteria of four consecutive sessions above 90 % fidelity. Changes in interventionist and child behaviors maintained at 2-and 4-week follow-up sessions. Taken together, these results suggest that telepractice is a promising method of providing instruction in incidental teaching to interventionists of young children with ASD.

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Section: Telepractice With Asd Interventionistsmentioning

confidence: 99%

Section: Telepractice With Asd Interventionistsmentioning

confidence: 99%

Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

et al. 2016

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“…Our findings lend additional support to parent-focused language intervention strategies that have been developed for children with other types of disabilities, and that include a gesture component. Interventions that aim to improve language by increasing parent responsivity (e.g., Fey et al, 2006; Landry, Smith, & Swank, 2006; McDuffie et al, 2013; Venker, McDuffie, Ellis Weismer, & Abbeduto, 2012) could be altered to focus more on maternal gestures. Specifically, adding proximal pointing to these interventions may be especially facilitative for child language development.…”

Section: Discussionmentioning

confidence: 99%

Role of Maternal Gesture Use in Speech Use by Children With Fragile X Syndrome

Hahn

Zimmer

Brady

et al. 2014

Am J Speech Lang Pathol

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Purpose The purpose of this study was to investigate how maternal gesture relates to speech production by children with fragile X syndrome (FXS). Method Participants were 27 young children with FXS (23 boys, 4 girls) and their mothers. Videotaped home observations were conducted between the ages of 25 and 37 months (toddler period), and again between the ages of 60 and 71 months (child period). The videos were later coded for types of maternal utterances and maternal gestures that preceded child speech productions. Children were also assessed with the Mullen Scales of Early Learning at both ages Results Maternal gesture use in the toddler period was positively related to expressive language scores at both age periods, and was related to receptive language scores in the child period. Maternal proximal pointing, in comparison to other gestures, evoked more speech responses from children during the mother-child interactions particularly when combined with wh-questions. Conclusion This study adds to the growing body of research on the importance of contextual variables, such as maternal gestures, in child language development. Parental gesture use may be an easily added ingredient to parent-focused early language intervention programs.

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“…Parent-implemented interventions, compared to educator/interventionist-led interventions, have many benefits in addition to providing the interventions in the natural environment (McDuffie et al, 2013). First, a child learning in naturalistic contexts with naturally occurring reinforcements is more likely to generalize to new situations and maintain these situations over time (Kaiser, Hancock, & Hester, 1998).…”

Section: Generalization Of Skills In Routine-based Interventions In Ementioning

confidence: 99%

“…Chapter V includes a discussion of these results in relation to this study's outcomes along with limitations of the study and implications for practice and further research. (Ingersoll & Gergans, 2007;McDuffie et al, 2013). As new personal and digital technologies become available (i.e., tablets and apps), and early interventionists are attempting to use them to support young children; it is evident that there is a need for well-designed studies to help professionals understand how to best use these tools with young children.…”

Section: Chapter Summarymentioning

confidence: 99%

Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children

Evans¹

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• The child will ask why? • The child may experience dysfluency. Notably, young children achieve the milestones at different rates. Generally agreed on in the field of speech and language pathology, toddlers between the ages of 18 months and 2 years should reach the 50-word mark for expressive lexicon productions and begin to combine two words. Children who fail to produce 50 words and two-word combinations at 24 months might be delayed in expressive language development. Toddlers also begin to combine words for more advanced sentence forms using a combination of syntax features and grammatical morphemes (Brown, 1973). In addition, they gain the meaning of the words. Bloom and Lahey (1978) termed this as children applying semantic-syntactic rules. As demonstrated, language milestones for children 2 to 3 years old is a complex integration of several factors and are achieved at different rates. Expressive Language Definition and Constructs Young children with limited expressive vocabulary are a concern for parents and early interventionists. As indicated by the ASHA's (2012) guidelines regarding typical milestones, by the age of three, children should be able to express themselves in a shared communication experience. According to Bzoch and League (1970), if a child has not mastered expressive communication milestones by age three, a developmental concern with expressive language is apparent. However, expressive language disorder is difficult to define due to its multidimensional nature. An article published in the American Academy of Pediatrics by Fischel, Whitehurst, Caulfield, and DeBaryshe (1989) stated that "developmental expressive language disorder is a frequently occurring condition in

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Distance Video-Teleconferencing in Early Intervention

Abstract: Responsive verbal language input from parents has been found to make an important contribution to early language development for children without disabilities (e.g., Tamis-LeMonda & Bornstein, 2002) as well as for children at risk for, or with, developmental delays (e.g.

Cited by 68 publications

References 28 publications

Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

Role of Maternal Gesture Use in Speech Use by Children With Fragile X Syndrome

Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children

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