SIG 1 Perspectives Vol. 20, No. 3, August 2013

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SIG 1 Perspectives Vol. 20, No. 3, August 2013

This issue addresses early intervention and the role of parents in the EI process. In addition to discussing roles and responsibilities of team members, articles considers various parent coaching models to address early language delay in children from varied cultural backgrounds as well as varied disorders (e.g. late talkers, children with autism).

Learning Outcomes
You will be able to:

  • describe key difference in parent-child interaction that might result from a more individualist versus a more collectivist cultural orientation
  • describe three teaching or coaching strategies that facilitate parents’ understanding and application of responsive strategies during interactions with their child
  • describe the roles that parents of young children with language impairments may play in supporting their child’s communication and language development; describe the elements of the Teach-Model-Coach-Review parent training approach; identify the skills, strategies, and professional development needed to implement evidence-based parent training strategies
  • describe the five steps of the PiCS coaching model which was used to coach parents to implement teaching strategies to increase their children’s communication skills

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Table of Contents View the Table of Contents [PDF]

Continuing Education

: 0.25 PDHs: 2.5
: 8/5/2013 to 5/13/2016
: Intermediate

Product Information

Item #(s): WEBS012018
Format(s): SIG Perspectives and Exam
Language: English
Author: A Collaborative Project of ASHA Professional Development and SIG 1, Language Learning and Education

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