The effects of a parent-implemented intervention on social-communicative behaviors of prelinguistic handicapped infants

Abstract

Effective interactions between parents and infants are essential for infant development. Social interactions between parents and infants provide the basis for language, cognitive, and social development. When the infant is handicapped, effective interactions may be jeopardized, and the development of social-communicative behaviors is delayed.The purpose of this study was to examine the effects of a parent-implemented intervention on the social-communicative behaviors of prelinguistic handicapped infants. An additional purpose was to examine the effects of the training procedure on the parent's use of the intervention as measured in weekly classroom observation sessions.In a multiple-baseline design, six parent-infant dyads were first observed in a baseline free-play situation. These observation sessions, which were videotaped, continued throughout the study.During intervention, parents met weekly with a parent trainer. The parent was given an information packet which included the infant's target behavior, descriptions of suggested activities, and a description of the turn-taking intervention. The turn-taking intervention consisted of 3 strategies: Follow the child's lead, establish turn-taking, and elaborate. The weekly parent training sessions included a review of the strategies, viewing of videotapes, modeling, and feedback from the parent trainer.Measurement of intervention effects was assessed on multiple levels. Infant behaviors measured were social-communicative behaviors, initiations of topics, and percentage of turns. Parent behaviors measured were imitations of infant, percentage of turns, responsivity and use of turnabouts. A maintenance probe was conducted.During the intervention phase, four infants increased their use of social-communicative behaviors. A fifth infant, who previously demonstrated productive use of social-communicative behaviors demonstrated increases in her use of a more sophisticated type of turn (turnabouts). The results did not show an overall increase in the initiation of topics by the infants, however infants became more active partners in the interaction as indicated by increased percentage of turns.Five of six parents increased their use of imitation. Changes in parental responsivity were observed. Two parents demonstrated increased use of turnabouts. The intervention was effective in enhancing more equally balanced dyadic interactions. The percentage of turns taken by parents decreased. Implications for teaching and future research are discussed.