Children adopted internationally are at risk for communication delays because of their history prior to adoption and the fact that they often do not share the same language with their adoptive parents. The purpose of this research was to study the effects of a Family-Guided Routines-Based Intervention (FG-RBI) program in teaching the parents of children adopted internationally to embed instructional strategies throughout their daily routines. Three parent-child dyads participated in a multiple baseline design study to improve communicative interactions within the context of everyday learning opportunities.
Observations of behavior during three-minute videotaped routines revealed modest increases in the parents’ use of environmental arrangement strategies. Two of the three parents also learned to use contingent imitation as a responsive strategy. All parent participants agreed that the relationship-based intervention model was congruent with the unique needs of families who adopt internationally.
Five parents who adopted internationally, but were not a part of the project, evaluated videotaped segments of parent-child interaction during baseline and intervention routines. Results of the social validity measure further substantiated the positive change in parent-implemented instructional strategies. This study contributes to the growing research base supporting FG-RBI and other parent-implemented approaches in early intervention. Even more so, it brings needed attention to the at-risk population of children adopted internationally.
|School:||The Florida State University|
|School Location:||United States -- Florida|
|Source:||DAI-B 70/02, Dissertation Abstracts International|
|Subjects:||Speech therapy, Early childhood education|
|Keywords:||Communicative interactions, International adoptions|
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