Graduation Term

2023

Degree Name

Doctor of Education (EdD)

Department

Department of Special Education

Committee Chair

Yun-Ching Chung

Committee Member

Stephanie Gardiner-Walsh

Abstract

Caregiver-implemented communication intervention can result in increased communication skills in young children. Parents/caregivers are the first teachers of their children and are in natural positions to provide naturalistic communication intervention throughout their child’s daily life within their home. Professionals who work with young children with communication delays can coach parents in strategies to help facilitate increased communication skills in their children and help incorporate therapeutic techniques into the family’s regular routines. The current study examined the impact of training and coaching on caregivers’ implementation of naturalistic language facilitation strategies with their children who are deaf or hard of hearing using a single case experimental multiple probe design. Two caregivers and their children who are hard of hearing participated in this study. The caregivers each received a training session and one caregiver received a coaching session, all via videoconferencing. Results indicated a potential relationship between training and the caregivers’ use of the naturalistic language facilitation strategies as evidenced by caregivers showing increased ability to use a target skill - reciprocity. In addition, participants stated overall positive perceptions toward their participation in the study, both pre- and post-participation. Discussion of the study’s key findings, limitations, future research, and practical implications is included.KEYWORDS: deaf/hard of hearing, preschool, early childhood, early intervention, communication facilitation, language strategies, language development, vocabulary, speech-language pathology, deaf education, parent coaching

Access Type

Dissertation-Open Access

DOI

https://doi.org/10.30707/ETD2023.20230711063203191371.999939

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