unit 2

Program for Improving Toddler Communication

Student Name

University Affiliation

Program for Improving Toddler Communication

Search Strategy

The research was conducted through searching for relevant keywords that relate to the topic, and that would give proper results. I searched for issues such as Toddler Communication, how to improve toddler communication, parental coaching in toddler communication, the impact of parental training to enhance the communication of children. I used two databases for their superiority in providing relevant information about the concepts I was looking for. As a result, I used both Capella Library Database Research Log and Google Scholar. The two databases have a wide variety of resources to apply for the research and will they provided relevant information for the study.

Literature Search Question

The topic for this study is what impact does the parental training has on the improvement of a toddler’s communication skills (Zhou, Xu, Li, Zhang, Wang, Rogers, and Xu, 2018). The topic refers to both parents and children to determine how the actions of the parents to teach their children how to communicate effectively. According to Ingersoll, Wainer, Berger, Pickard, & Bonter, (2016), both the male and female children have a different approach towards how they learn. The females, according to Stahmer, Brookman-Frazee, Rieth, Stoner, Feder, Searcy, & Wang, (2017), learn how to talk much faster from their parents than the male kids. Moreover, Moore, Barton, & Chironis, (2014) claim that the surrounding factors which are affecting the children determine how they will learn how to speak. Children with siblings and who have various cousins learn how to talk better and much faster than those who do not have these siblings.

The development sage depends on the children and the age determine if they can talk faster or not. According to the Shire, Goods, Shih, Distefano, Kaiser, Wright, & Kasari, (2015), children learn how to socialize and interact if they have already learned how to stand and even walk. As a result, children aged one year and above may have a better chance to learn how to talk. The ethnical identity, region which the child lives, racial identity and class will also determine whether the child can learn how to communicate faster or not. According to Kasari, Gulsrud, Paparella, Hellemann, & Berry, (2015), the health of the child also affects whether the child will understand what they are taught by their parents. As such, the children learning process may be affected by the health issues affecting them. Also, the teaching of the parents can only occur if the parents are available at home and can ensure to educate the child (Turner-Brown, Hume, Boyd, and Kainz, 2016). For the children to be educated, the parents should be available in their homes and they must ensure to spend enough time together for the education process.

Scope and Number of Sources

The number of sources which the paper will have depends on various factors. One of these factors is the diversity of the topic is the diversity of the topic and how deep the research should be. The scope of the research should evaluate how the parents react, how the parents should educate the children and the process of obtaining the information (Wetherby, Guthrie, Woods, Schatschneider, Holland, Morgan, and Lord, 2014). Therefore, depending on the scope of the paper and validity of the sources will determine the number of sources that the paper will use.

References

Ingersoll, B., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46(7), 2275-2284. From https://scholar.google.com/scholar?output=instlink&q=info:FClt0adjrQkJ:scholar.google.com/&hl=en&as_sdt=0,5&as_ylo=2014&scillfp=10312486050969462590&oi=lle

Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of consulting and clinical psychology, 83(3), 554. From https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4755315/

Moore, H. W., Barton, E. E., & Chironis, M. (2014). A program for improving toddler communication through parent coaching. Topics in Early Childhood Special Education, 33(4), 212-224. From https://coe.uoregon.edu/cds/files/2015/09/Language-and-Play-Everyday-Topics.pdf&hl=en&sa=T&oi=gsb-gga&ct=res&cd=0&ei=xwXRWrKTNs6NyQSj0Ju4Bg&scisig=AAGBfm3LULkyIB-6fwushWC_nWswTKIA4Q

Shire, S. Y., Goods, K., Shih, W., Distefano, C., Kaiser, A., Wright, C., ... & Kasari, C. (2015). Parents’ adoption of social communication intervention strategies: Families including children with autism spectrum disorder who are minimally verbal. Journal of autism and developmental disorders, 45(6), 1712-1724. From https://scholar.google.com/scholar?output=instlink&q=info:l5ftqYgOZnsJ:scholar.google.com/&hl=en&as_sdt=0,5&as_ylo=2014&scillfp=889005822095158299&oi=lle

Stahmer, A. C., Brookman-Frazee, L., Rieth, S. R., Stoner, J. T., Feder, J. D., Searcy, K., & Wang, T. (2017). Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting. Autism, 21(2), 217-230. From https://cloudfront.escholarship.org/dist/prd/content/qt6v99g8d6/qt6v99g8d6.pdf

Turner-Brown, L., Hume, K., Boyd, B. A., & Kainz, K. (2016). Preliminary efficacy of family implemented TEACCH for toddlers: Effects on parents and their toddlers with autism spectrum disorder. Journal of autism and developmental disorders, 1-14. From https://scholar.google.com/scholar?output=instlink&q=info:6NHKcbf2E2AJ:scholar.google.com/&hl=en&as_sdt=0,5&as_ylo=2014&scillfp=10856983983622503456&oi=lle

Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parent-implemented social intervention for toddlers with autism: an RCT. Pediatrics, 134(6), 1084-1093. From https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4243066/

Zhou, B., Xu, Q., Li, H., Zhang, Y., Wang, Y., Rogers, S. J., & Xu, X. (2018). Effects of Parent‐Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non‐Randomized Controlled Trial. Autism Research. From https://cloudfront.escholarship.org/dist/prd/content/qt2mc461q5/qt2mc461q5.pdf