Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model

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’ deliv...

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Bibliographic Details
Published in:Topics in early childhood special education 2017-02, Vol.36 (4), p.192-204
Main Authors: Wright, Courtney A., Kaiser, Ann P.
Format: Article
Language:English
Subjects:
Case Studies
Coaching (Performance)
Communication Skills
Communication Strategies
Down Syndrome
Evidence Based Practice
Fidelity
Generalization
Intervention
Maintenance
Observation
Parent Education
Parents
Parents & parenting
Parents as Teachers
Program Effectiveness
Program Implementation
Sign Language
Teaching
Teaching Methods
Young Children
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Summary: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 young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.
ISSN:0271-1214
1538-4845
DOI:10.1177/0271121415621027