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collaboration on natural settings. Infants and Young Children , 16 (1), 33–47. Salisbury, C., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M., & Windsor, K. (2018). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education , 38 (1), 17–29. Sandall, S., McLean, M. E., & Smith, B. J. (2000). DEC recommended practices in early intervention/early childhood special education . Longmont, CO: Sopris West. Snyder, P., Hemmeter, M. L., Sandall, S., McLean, M., & McLaughlin, T. (2013). Embedded instruction practices in the context of response to intervention. In V. Buysse & E. Peisner- Feinberg (Eds.), Handbook of response-to-intervention in early childhood (pp. 283–300). Baltimore, MD: Brookes. Snyder, P.A., McLaughlin, T., & Bishop, C. (2018). Maximizing contextually relevant learning opportunities through embedded instruction. In P. A. Snyder & M.L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes (DEC Recommended Snyder, P. A., Rakap, S., Hemmeter, M. L., McLaughlin, T. W., Sandall, S., & McLean, M. E. (2015). Naturalistic instructional approaches in early learning: A systematic review. Journal of Early Intervention , 37 (1), 69–97. Stephan, T. (2015). Coaching parents: Are we ready? https://www.hanen.org/SiteAssets/Articles---Printer- Friendly/Clinical---Program-Support/Printer-Friendly--- Coaching-Parents-Are-We-Ready.aspx Stephan, T., & Manning, K. (2017). Parent-implemented early language intervention: What really works. http://www. hanen.org/Helpful-Info/Presentations-and-Whitepapers. aspx Thomas, D. R. (2006). A general inductive approach for analysing qualitative evaluation data. American Journal of Evaluation , 27 (2), 237–246. Weitzman, E. (2013). More than words: – The Hanen Program for parents of children with autism spectrum disorder: A teaching model for parent-implemented language intervention. Perspectives on Language Learning and Education , 20 (3), 96–111. Wetherby, A. M., & Woods, J. J. (2006). Early social interaction project for children with autism spectrum disorder beginning in the second year of life: A preliminary study. Topics in Early Childhood Special Education , 26 (2), 67–82. Woods, J., Wilcox, M., Friedman, M., & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centred supports and services. Language, Speech, and Hearing Services in Schools , 42(3), 379–392. Estelle Pretorius is a speech-language therapist at the McKenzie Centre and a PhD candidate in the School of Education at Massey University. Sally Clendon is a senior lecturer in speech and language therapy in the School of Education at Massey University. Tara McLaughlin is a senior lecturer in early years in the School of Education at Massey University. Practices Monograph Series No. 4, pp. 51–64). Washington, DC: Division for Early Childhood.
in applying these strategies with more precision during every day routines and activities. By offering parents such learning opportunities, SLPs are engaging in family capacity-building practices and promoting parent– practitioner partnership. References Brown, J. A., & Woods, J. J. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education , 36 (2), 115–124. Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. https://www.dec-sped.org/rp-mono-base Dunst, C. J., & Dempsey, I. (2007). Family–professional partnerships and parenting competence, confidence, and enjoyment. International Journal of Disability, Development and Education , 54 (3), 305–318. Dunst, C. J., Boyd, K., Trivette, C. M. and Hamby, D. W. (2002). Family-oriented program models and professional help giving practices. Family Relations, 51 (3), 221–229. Fitzgerald, D. (2004). Parent partnerships in the early years . London, UK: Bloomsbury Publishing Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children , 25 (1), 62–82. Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the Floortime approach to help children relate, communicate and think . UK: De Capo Lifelong Books. Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention. Infants & Young Children , 27 (4), 305–324. Leko, M. M. (2014). The value of qualitative methods in social validity research. Remedial and Special Education , 35 (5), 275–286. Mataiti, H., van Bysterveldt, A., & Miller, J. (2016). Changing roles and responsibilities: The development of coaching in early intervention education settings, in Aotearoa New Zealand. New Zealand Research in Early Childhood Education , (19), 15-31. McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice , 13 (1), 120–129. Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & Yu, S. (2009). Promoting the social and communicative behavior of young children with autism spectrum disorders: A review of parent-implemented intervention studies. Topics in Early Childhood Special Education , 29 (2), 90–104. Ministry of Health and Education. (2016). New Zealand autism spectrum disorder guideline (2nd ed.). Wellington, New Zealand: Ministry of Health. Pretorius, E. (2018). The impact of a parent-implemented naturalistic social communication intervention for pre- schoolers on the autism spectrum: A training plus coaching approach (Master’s thesis). Massey University. Retrieved from: http://hdl.handle.net/10179/15197 Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta- analysis. American Journal of Speech-Language Pathology , 20 , 180–200. Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement . New York, NY: Guilford Press. Rush, D. D., Shelden, M. L. L. & Hanft, B. E. (2003). Coaching families and colleagues: A process for
Correspondence to: Estelle Pretorius McKenzie Centre Hamilton, New Zealand email: Estelle.Pretorius.1@uni.massey.ac.nz
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JCPSLP Volume 22, Number 2 2020
Journal of Clinical Practice in Speech-Language Pathology
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