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Parent-Implemented Language and Communication Interventions for Children with Developmental Delays and Disabilities: a Scoping Review

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Abstract

The purpose of this article was to review and examine the empirical literature on parent implemented naturalistic language interventions aimed at supporting language development of young children with disabilities. A scoping review of 21 parent-implemented naturalistic language intervention studies published between 2000 and 2016 was conducted to (a) identify and report the types of naturalistic strategies used in research studies, (b) identify the characteristics of study participants, and (c) collate and summarize the effects of parent implemented intervention studies. All 21 studies reported positive outcomes for parents and children and indicated that parents could implement naturalistic strategies with their young children. Results of parent-implemented language interventions are discussed. Limitations of the present review as well as the current literature are identified. Implications for research and practice are addressed following the literature review.

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Authors and Affiliations

  1. Department of Special Education and Multiple Abilities, University of Alabama, Tuscaloosa, AL, 35487, USA

    Yusuf Akamoglu

  2. Department of Special Education, University of Illinois at Urbana-Champaign, 1310 S. Sixth St., Champaign, IL, 61820, USA

    Hedda Meadan

Authors
  1. Yusuf Akamoglu
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  2. Hedda Meadan
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Correspondence to Yusuf Akamoglu.

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Akamoglu, Y., Meadan, H. Parent-Implemented Language and Communication Interventions for Children with Developmental Delays and Disabilities: a Scoping Review. Rev J Autism Dev Disord 5, 294–309 (2018). https://doi.org/10.1007/s40489-018-0140-x

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  • DOI: https://doi.org/10.1007/s40489-018-0140-x

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