SNDT WOMEN'S UNIVERSITY
BMK Knowledge Resource Centre
Vithaldas Vidyavihar, Juhu Tara Road,
Santacruz (West) Mumbai - 400049
Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability
Jodi K. Heidlage
Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability - P.267-278
Children with intellectual and developmental disabilities (IDDs) require intensive multicomponent interventions to learn to read. Parent-implemented interventions have been shown to be effective for children with disabilities and are one potential method for providing intervention. This study used a multiple probe single case design to evaluate the effectiveness of an early multicomponent reading intervention implemented by parents in the home. This study was designed as a conceptual replication of Lemons et al. in response to concerns with the overall quality of instruction during schooling at home during the COVID-19 pandemic. Three U.S. parents of children with IDD (ages 4–7 years) participated in this study. Results indicated that with systematic training, coaching, and feedback, parents were able to positively impact their child’s reading abilities and implement the intervention with fidelity.
single subject research methodology
reading instruction
family/parental involvement
Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability - P.267-278
Children with intellectual and developmental disabilities (IDDs) require intensive multicomponent interventions to learn to read. Parent-implemented interventions have been shown to be effective for children with disabilities and are one potential method for providing intervention. This study used a multiple probe single case design to evaluate the effectiveness of an early multicomponent reading intervention implemented by parents in the home. This study was designed as a conceptual replication of Lemons et al. in response to concerns with the overall quality of instruction during schooling at home during the COVID-19 pandemic. Three U.S. parents of children with IDD (ages 4–7 years) participated in this study. Results indicated that with systematic training, coaching, and feedback, parents were able to positively impact their child’s reading abilities and implement the intervention with fidelity.
single subject research methodology
reading instruction
family/parental involvement