Relevant bibliographies by topics / Naturalistic communication interventions

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'Naturalistic communication interventions'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Naturalistic communication interventions"

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Akamoglu, Yusuf, and Hedda Meadan. "Parent-Implemented Communication Strategies During Storybook Reading." Journal of Early Intervention 41, no. 4 (2019): 300–320. http://dx.doi.org/10.1177/1053815119855007.

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Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three comp
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Cycyk, Lauren M., Heather W. Moore, Stephanie De Anda, et al. "Adaptation of a Caregiver-Implemented Naturalistic Communication Intervention for Spanish-Speaking Families of Mexican Immigrant Descent: A Promising Start." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1260–82. http://dx.doi.org/10.1044/2020_ajslp-19-00142.

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Purpose Caregiver-implemented naturalistic communication interventions (CI-NCIs) support the communication abilities of young children with language disorders and enhance the communication behaviors of their caregivers. Yet, few CI-NCIs have been adapted and tested for feasibility with families who speak Spanish at home. This study addresses this gap in the literature by examining the social validity and preliminary outcomes of an adapted CI-NCI program with families who identified as Mexican immigrants and spoke Spanish. Method A multiphase cultural adaptation process enhanced the Language an
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Gevarter, Cindy, and Claudia Zamora. "Naturalistic Speech-Generating Device Interventions for Children With Complex Communication Needs: A Systematic Review of Single-Subject Studies." American Journal of Speech-Language Pathology 27, no. 3 (2018): 1073–90. http://dx.doi.org/10.1044/2018_ajslp-17-0128.

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Purpose This article presents a systematic review that aimed to synthesize single-subject–design studies that have examined naturalistic interventions for teaching the expressive use of speech-generating devices (SGDs) to children with complex communication needs. Specifically, this review describes what intervention strategies are most commonly applied in studies with positive effects and minimal methodological flaws and examines the populations and outcomes for which these strategies have been effective. Method A systematic approach was used to qualitatively code variables of interest to thi
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Akemoglu, Yusuf, Pau Garcia-Grau, and Hedda Meadan. "Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention." Topics in Early Childhood Special Education 39, no. 3 (2019): 144–55. http://dx.doi.org/10.1177/0271121419865945.

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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 practitione
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Dubin, Ashley H., and Rebecca G. Lieberman-Betz. "Naturalistic Interventions to Improve Prelinguistic Communication for Children with Autism Spectrum Disorder: a Systematic Review." Review Journal of Autism and Developmental Disorders 7, no. 2 (2019): 151–67. http://dx.doi.org/10.1007/s40489-019-00184-9.

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Frost, Kyle M., Kaylin Russell, and Brooke Ingersoll. "Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention." Autism 25, no. 7 (2021): 1935–45. http://dx.doi.org/10.1177/13623613211003747.

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Although naturalistic developmental behavioral interventions have a sizable and growing evidence base for supporting the development of children on the autism spectrum, their active ingredients and mechanisms of change are not well understood. This study used qualitative content analysis to better understand the intervention process of a parent-mediated naturalistic developmental behavioral intervention. Caregivers completed weekly written reflection responses as they learned each intervention technique. These responses were coded, and code co-occurrences were examined to understand the relati
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Sone, Bailey J., Aaron J. Kaat, and Megan Y. Roberts. "Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types." Autism 25, no. 7 (2021): 2101–11. http://dx.doi.org/10.1177/13623613211015003.

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Children with autism spectrum disorder benefit from early, intensive interventions to improve social communication, and parent-implemented interventions are a feasible, family-centered way to increase treatment dosage. The success of such interventions is dependent on a parent’s ability to implement the strategies with fidelity. However, measurement of parent strategy use varies across studies. Most studies use one of two types of observational coding measures (macro- and micro-codes). Macro-codes are known for being efficient while micro-codes are known for being precise. This study evaluates
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Dubin, Ashley H., Rebecca G. Lieberman-Betz, Kevin M. Ayres, and Andrea Zawoyski. "The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 35, no. 2 (2019): 79–89. http://dx.doi.org/10.1177/1088357619888917.

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Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communi
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Wright, Courtney A., and Ann P. Kaiser. "Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model." Topics in Early Childhood Special Education 36, no. 4 (2016): 192–204. http://dx.doi.org/10.1177/0271121415621027.

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Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of
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Stronach, Sheri T., and Janine L. Schmedding-Bartley. "Clinical Decision Making in Speech-Language Intervention for Toddlers With Autism and Other Social Communication Delays." Perspectives of the ASHA Special Interest Groups 4, no. 2 (2019): 228–39. http://dx.doi.org/10.1044/2019_pers-sig1-2018-0010.

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Purpose This study investigated current speech-language intervention practices with young children with social communication delays including autism and the educational experiences that shape these practices. Method A 25-item web-based survey was completed by 264 speech-language pathologists who worked with children under the age of 3 years. Results A majority of respondents reported targeting a variety of areas of social communication across daily activities, regularly utilizing the parent as the primary agent, and often providing in-home services; however, a minority of respondents reported
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Dissertations / Theses on the topic "Naturalistic communication interventions"

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Decker, Kelsey. "Language and Play Everyday: Enhancing Early Intervention Provider Knowledge and Use of Naturalistic Communication Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23745.

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The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience
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Tufford, Christina. "Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22639.

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Research has shown that many of the disciplines typically included on early intervention/early childhood special education (EI/ECSE) teams receive minimal to no specialized training or coursework in EI/ECSE, and/or little emphasis or opportunity for interdisciplinary collaboration and instruction (Campbell, Chiarello, Wilcox, & Milbourne, 2009; Bruder & Dunst, 2005). As such, graduate students across IDEA related disciplines need more specific instruction and supervised experiences in collaborative service delivery, and evidenced-based social- communication interventions. The primary object
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Tiede, Gabrielle Marie. "Exportable Communication Intervention for Classroom Staff Serving Children with Autism Spectrum Disorder: Towards Improving the Feasibility of Evidence-Based Practices in Community Settings." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499684839741718.

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Dick, Kaitlin J. "EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/43.

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With accountability on the rise, educators are changing their focus to optimizing instructional strategies in the classroom. Their job performance depends upon their ability to show progress on child outcomes. One way teachers advance this process is by executing more evidence-based practices in their classroom. There is a lack of research in early childhood that report treatment integrity of the treatment package. This study utilized a multicomponent coaching intervention to increasing treatment fidelity of teacher implementation of naturalistic teaching strategies in an early childhood class
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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.

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Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time w
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Clayton, Kimberly Yates. "USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/15.

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Three preschoolers with limited or no verbal language were taught to request preferred objects using an adapted Picture Exchange Communication System (Bondy & Frost, 1998) and elements of peer mediated instruction and intervention (Neitzel, 2008) (PECS/PMII). These two interventions have been established as evidence based practices, but have not previously been taught and implemented by one adult and a preschool child in a preschool classroom. Same-aged peers were the communicative partners for the picture exchange. A teacher served as the facilitator of the exchanges. A multiple probe (days)
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