Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Parent Perspectives on Home-Based Intervention for Young Children with Developmental Disabilities: The Parent-Implemented Communication Strategies (PiCS) Project in Illinois, USA

  • Hedda Meadan, Ph.D., BCBA-D (Author) University of Illinois image/svg+xml
    Hedda Meadan, Ph.D., BCBA-D, Associate Professor in the Department of Special Education at the University of Illinois and a Board Certified Behavior Analyst. Her research interests focus on the communication and social behavior of young children with autism and other developmental disabilities and on families of individuals with disabilities. She is a member of the editorial boards of several leading research journals in special education and has published more than 40 journal articles and book chapters on topics related to children with disabilities and families of children with disabilities.
  • Julia B. Stoner, Ed.D., CCC-SLP (Author) Illinois State University image/svg+xml
    Julia B. Stoner, Ed.D., CCC-SLP Professor Emerita at Illinois State University, is a certified speech and language pathologist and has published numerous articles related to family and professional issues, augmentative and alternative communication, assistive technology, trust and parental advocacy issues, and social-pragmatic communication interventions with young children.
  • Maureen E. Angell, Ph.D. (Author) Illinois State University
    Maureen E. Angell, Ph.D., Professor Emerita at Illinois State University, engages in single-case and qualitative research focusing on social-pragmatic communication and literacy skills, dysphagia management, differentiated instruction, systematic instructional strategies, trust and parental advocacy issues, and self-determination in individuals with disabilities.
DOI
https://doi.org/10.64546/jaasep.279
Abstract
Parents’ perspectives on a home-based, parent-implemented social-pragmatic communication intervention for young children aged 37 to 60 months with limited expressive language are presented in this report. The researchers analyzed the perspectives of seven parent participants in the Institute of Education Sciences-funded Parent-Implemented Communication Strategies (PiCS) project and their family members. Data included individual interviews with the parent interventionists, their spouses, and siblings of the target children, external evaluator findings, and survey responses. The research team employed qualitative research methodology to examine family perspectives on the PiCS project. Three major findings emerged concerning the PiCS intervention: (a) the intervention resulted in changes in the interaction between the parent interventionists and the target children, (b) the changed interaction had a positive effect on the children’s social-pragmatic communication skills, and (c) the intervention resulted in positive changes in entire families’ interactions with the target children.
Keywords
Communication Skills, Developmental Disabilities, Expressive Language, Family Attitudes, Home Programs, Interaction
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How to Cite
Meadan, H., Stoner, J. B., & Angell, M. E. (2015). Parent Perspectives on Home-Based Intervention for Young Children with Developmental Disabilities: The Parent-Implemented Communication Strategies (PiCS) Project in Illinois, USA. Journal of the American Academy of Special Education Professionals, 10(2), 131-150. https://doi.org/10.64546/jaasep.279

Spring/Summer 2015

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  • Article Type Articles
  • Submitted May 8, 2015
  • Published June 15, 2015
  • Issue Spring/Summer 2015
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