Training parents via telepractice to implement dialogic reading strategies with children with developmental disabilities shows promise but additional research is needed
{"title":"Training parents via telepractice to implement dialogic reading strategies with children with developmental disabilities shows promise but additional research is needed","authors":"Laci Watkins, Yusuf Akemoğlu, Megan Fedewa","doi":"10.1080/17489539.2021.1957435","DOIUrl":null,"url":null,"abstract":"Study duration The exact duration of the study was not explicitly provided. Parents were asked to video record three to four storybook reading sessions per week during baseline conditions and at least once per day during intervention. The number of recorded baseline probes ranged from 4– 11, the number of intervention probes 1Abstracted from: Pierson, L. M., Thompson, J. L., Ganz, J. B., Wattanawongwan, S., Haas, A. N., & Yllades, V. (2021). Coaching parents of children with developmental disabilities to implement a modified dialogic reading intervention using low technology via telepractice. American Journal of Speech-Language Pathology, 30(1), 119-136. Source of funding and disclosure of interest: Sources of funding not reported. Original authors reported that there were no conflicts of interest.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"57 5 1","pages":"67 - 75"},"PeriodicalIF":0.0000,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evidence-Based Communication Assessment and Intervention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17489539.2021.1957435","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1
Abstract
Study duration The exact duration of the study was not explicitly provided. Parents were asked to video record three to four storybook reading sessions per week during baseline conditions and at least once per day during intervention. The number of recorded baseline probes ranged from 4– 11, the number of intervention probes 1Abstracted from: Pierson, L. M., Thompson, J. L., Ganz, J. B., Wattanawongwan, S., Haas, A. N., & Yllades, V. (2021). Coaching parents of children with developmental disabilities to implement a modified dialogic reading intervention using low technology via telepractice. American Journal of Speech-Language Pathology, 30(1), 119-136. Source of funding and disclosure of interest: Sources of funding not reported. Original authors reported that there were no conflicts of interest.
研究的确切持续时间没有明确提供。在基线条件下，父母被要求每周录像三到四次故事书阅读，在干预期间，每天至少录像一次。记录的基线探针数量为4 - 11个，干预探针数量为1。摘要摘自:Pierson, L. M.， Thompson, J. L.， Ganz, J. B.， Wattanawongwan, S.， Haas, A. N.和Yllades, V.(2021)。语言病理学杂志，30(1)，119-136。资金来源和利益披露:未报告资金来源。原作者报告不存在利益冲突。
期刊介绍：
Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.
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