The purpose of the study was to determine whether the completion of a parent education, training and coaching program would increase expressive language in toddlers diagnosed with developmental delay. A secondary purpose was to determine whether parents would demonstrate increased knowledge in and ability to execute language facilitation strategies following the completion of the training program. The parent attended three education sessions, and the parent-child dyad participated in weekly training and coaching sessions. Results indicated an increase in expressive language (i.e., both gesture use and verbal expression) for the child-participant, following the completion of the parent training programs. The results indicated an increase in the parent-participant's use of language facilitation strategies; however, this did not carry-over to the generalization phase. Further research is necessary to help create a systematic program to effectively train parents as co-interventionists for toddlers.
|Commitee:||Hung, Pei Fang, Lopez, Kristina|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 55/04M(E), Masters Abstracts International|
|Keywords:||Coaching, Delay, Parent, Toddler|
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