Do You See a Difference? Evaluating Outcomes of a Parent-Implemented Intervention

Meadan, Hedda; Stoner, Julia B.; Angell, Maureen E.; Daczewitz, Marcus; Cheema, Jehanzeb; Rugutt, John K.

doi:10.1007/s10882-014-9376-2

Cited by 7 publications

(8 citation statements)

References 14 publications

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“…By creating a training and coaching model for implementing naturalistic teaching strategies, the i-PiCS researchers sought to address this challenge. The findings of this pilot study are consistent with those of other research that supports parent training and coaching as effective methods to enhance children’s communication (Dunlap, Ester, Langhans, & Fox, 2006; Kaiser et al, 2000; Meadan, Stoner, et al, 2014; Roberts, Kaiser, Wolfe, Bryant, & Spidaleri, 2014). Although there was variability in the data within and across dyads, the results presented in Figures 1 to 3 reveal, with few exceptions, increases in both the rate and quality of strategy use during coaching.…”

Section: Discussionsupporting

confidence: 89%

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Internet-Based Parent-Implemented Intervention for Young Children With Autism

Meadan

Snodgrass

Meyer

et al. 2016

Journal of Early Intervention

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158

166

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Both naturalistic communication and parent-implemented interventions are evidence-based practices for young children with disabilities, but demonstrations of effective methods for teaching parents to implement naturalistic interventions successfully with their children are still warranted. The purpose of this study was to examine the effects of a training and coaching program on parent implementation of naturalistic teaching strategies and on concomitant child communication skills using a telepractice service-delivery model (i.e., Internet-Based Parent-Implemented Communication Strategies [i-PiCS]). We found that parents learned to implement the targeted naturalistic teaching strategies with fidelity when, and only when, they were provided with training and coaching over the Internet. The parents' implementation of these strategies also corresponded with positive changes in their children's communication skills. The limitations and implications of this investigation are discussed.

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Section: Discussionsupporting

confidence: 89%

“…One of the key features of best practices in early childhood education is engaging in family-centered practice that empowers parents and families to support their children with disabilities. This feature should be considered when evaluating the effectiveness and usefulness of any intervention (Meadan, Stoner et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Internet-Based Parent-Implemented Intervention for Young Children With Autism

Meadan

Snodgrass

Meyer

et al. 2016

Journal of Early Intervention

Self Cite

158

166

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“…Researchers who used masked rating, recruited external evaluators who were teachers, parents, and/or professionals who had expertise in the child’s disability but naïve (masked) to the study (Foster & Mash, 1999; Meadan, Stoner, et al, 2014). Some researchers used masked rating where they had external evaluators rate video clips of the study participants to evaluate if masked raters could observe a difference in participants’ behavior from pre- to postintervention.…”

Section: Measuring Social Validitymentioning

confidence: 99%

“…These studies used masked raters to assess the significance of their interventions. In addition, other researchers found that raters with different backgrounds and experiences viewed or evaluated intervention outcomes differently (Meadan, Stoner, et al, 2014; Oke & Schreibman, 1990). These types of findings have implications for research and practice.…”

Section: Measuring Social Validitymentioning

confidence: 99%

Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention

Akemoğlu

García-Grau

Meadan

2019

Topics in Early Childhood Special Education

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Interventions designed for children with disabilities and their families should be socially valid. Parent-implemented Communication Strategies-Storybook (PiCSS) is an intervention package designed to coach parents on shared storybook reading and naturalistic teaching strategies. In PiCSS program, the participating parents used the communication teaching strategies with high fidelity, and children responded more to their parents’ communication. To evaluate the social validity of PiCSS, we designed video-based rating surveys and collected data from masked raters (college students and practitioners). In total, 120 raters evaluated 12 1-min video clips. Quantitative analyses revealed that all raters scored coaching videos significantly higher than baseline videos for parent and child outcomes, indicating the PiCSS program had positive outcomes in parent–child interactions.

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“…Studies focus on teaching evidence-based practices to parents, adapting the information to their natural living environments, and enabling parents to have an active role in the development of their children. Results of these studies reveal that parents can be an active participant in the education of their children, support their children's development in their daily lives, which holds important contributions to the development of the child (McDuffie et al, 2013;Meadan et al, 2014;Moore et al, 2014). In addition, in the recent studies, the development of new intervention models for parents with limited face-to-face access in ECSE services attracts attention.…”

Section: Latest Trends In the Field Of Early Childhood Educationmentioning

confidence: 99%

Erken Çocukluk Özel Eğitimi: Kuramsal ve Yasal Temeller, Dünya’daki ve Türkiye’deki Son Eğilimler

Tomris

Çelik

2022

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Giriş: Erken Çocukluk Özel Eğitimi (EÇÖE); 0-6/8 yaş döneminde gelişimsel yetersizliğe sahip veya gelişimi risk altında olan özel gereksinimli çocuklara ve ailelerine sunulan hizmetler bütünüdür. Kendine özgü çalışma alanı, felsefesi, değerleri, amaçları ve ortaya çıkış nedenleriyle profesyonel alanyazını ve araştırmaları olan bir disiplin alanıdır. Bu çalışmada, EÇÖE'nin temel özelliklerine ve kuramsal temellerine, tarihsel süreç içerisindeki gelişimine, alandaki yasal düzenlemelere, Dünya'da ve Türkiye'de EÇÖE uygulamalarına yönelik güncel gelişmelere, ülkemizdeki çözüm bekleyen sorunlara ve hizmetlerin niteliğini artırabilecek birtakım önerilere yer verilmesi amaçlanmıştır.Tartışma: Ülkemizdeki yasal düzenlemelerin gelişmiş ülkelerle paralellik gösterdiği ve alandaki çalışmaların giderek hız kazandığı gözlense de ülkemize özgü EÇÖE sistem modelinin olmaması, alandaki uzman personel eksikliği, uzmanlar ve kurumlar arası iş birliği, kanıt temelli müdahalelerin uygulamalara yansıması gibi konular halen çözüm beklemektedir. Çalışmanın özellikle ülkemizdeki özel gereksinimli çocuklara ve ailelerine, EÇÖE hizmetleri sunan uzmanlara ve eğitimcilere, bu alanda araştırma yapan araştırmacılara ve yasa geliştiricilere katkılar sunması beklenmektedir.Anahtar sözcükler: Erken müdahale, erken çocukluk özel eğitimi, özel gereksinimli çocuk, gelişimsel yetersizliği olan çocuk, gelişimi risk altında olan çocuk.

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Do You See a Difference? Evaluating Outcomes of a Parent-Implemented Intervention

Cited by 7 publications

References 14 publications

Internet-Based Parent-Implemented Intervention for Young Children With Autism

Internet-Based Parent-Implemented Intervention for Young Children With Autism

Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention

Erken Çocukluk Özel Eğitimi: Kuramsal ve Yasal Temeller, Dünya’daki ve Türkiye’deki Son Eğilimler

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