Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

中文翻译：

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家长在故事书阅读过程中实施的沟通策略

发育障碍 (DD) 儿童在与父母、同龄人和其他人交谈和交流的能力方面可能会出现延迟。这些儿童通常受益于以证据为基础的、由父母实施的沟通干预。在目前的研究中，两名母亲接受了培训和指导，在与患有 DD 的孩子一起阅读书籍时，使用故事书阅读技巧和循证自然主义交流教学策略（即建模、指令模型和时间延迟）。使用跨自然主义教学策略的多基线设计，检查了以下三个组成部分：(a) 母亲对书籍阅读技巧的使用，(b) 母亲使用三种自然主义教学策略的比率和忠诚度，以及 (c) 儿童的沟通成果。经过训练和辅导，妈妈们使用了模特，mand-model 和具有更高速率和更高保真度的时间延迟策略。孩子们在他们的母亲使用时间延迟后发起了更多的交际行为。母亲们报告说，培训和辅导帮助她们实施了策略，并提高了孩子的沟通技巧。