ABSTRACT Services for families of young children with low-incidence disabilities (e.g. deaf/hard-of-hearing, DHH) are expensive to deliver and may not be available in all geographic regions. Parents of children who are DHH may be taught and coached to implement strategies to encourage communication. The purpose of this single-case multiple-baseline design study was to implement and assess telepractice teaching and coaching of a parent whose child is hard-of-hearing. The parent was taught to implement naturalistic teaching strategies for communication using the Parent-implemented Communication Strategies (PiCS) protocols (Meadan, H., Angell, M. E., Stoner, J. B., & Daczewitz, M. E. (2014). Parent-implemented social-pragmatic communication intervention: A pilot study. Focus on Autism and other Developmental Disabilities, 29, 1–16. doi:10.1177/1088357613517504). Results varied across strategies, and the parent expressed satisfaction with the goals, procedures, and outcomes of the intervention. Implications include recommendations for practitioners and researchers.

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图片：为有听力障碍的孩子的父母提供远程练习指导

摘要 为低发病率残疾（例如耳聋/听力障碍，DHH）​​儿童家庭提供的服务成本高昂，并且可能并非在所有地理区域都可用。DHH 儿童的父母可能会被教导和指导实施鼓励交流的策略。这项单案例多基线设计研究的目的是实施和评估儿童听力障碍父母的远程练习教学和辅导。家长被教导使用家长实施的沟通策略 (PiCS) 协议（Meadan, H., Angell, ME, Stoner, JB, & Daczewitz, ME (2014)）来实施自然主义的沟通教学策略。家长实施的社交语用交流干预：一项试点研究。关注自闭症和其他发育障碍，29, 1-16。doi:10。1177/1088357613517504）。结果因策略而异，家长对干预的目标、程序和结果表示满意。含义包括对从业者和研究人员的建议。