Through the i-PiECS program, we examine (a) parents’ use of specific naturalistic teaching strategies (modeling, mand-model, and time delay), (b) parents’ use of adapted shared storybook reading techniques, (c) children’s social communication targets, and (d) perspectives of the participating parents and other consumers about the social validity of the goals, procedures, and outcomes of the intervention.
My research area focuses on parent-implemented language and communication interventions and my research examines developing and evaluating parent training and coaching programs around parent-implemented language interventions.
Keywords: Early Childhood Special Education
