{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/106334"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/106334","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teaching gross motor skills to young children with disabilities: A parent-implemented intervention","abstract":"Children with disabilities often experience delays in motor development. Parents could play a crucial role in supporting children’s motor skills. Prompting procedures have been used in some studies to teach children’s motor skills. The purposes of this exploratory study were (a) to develop a parent-implemented intervention to improve the gross motor skills of young children with disabilities and (b) to examine the effects of a training and coaching program on parent implementation of prompting procedures and children’s gross motor skills. A multiple-probe design across three families was used to evaluate the effectiveness of the intervention. The findings showed that parents learned to implement prompting procedures to support their children’s gross motor skills. In addition, the parents reported improvements in their children’s gross motor performance. The limitations and implications for practice and research are discussed.","abstract_html":"Children with disabilities often experience delays in motor development. Parents could play a crucial role in supporting children’s motor skills. Prompting procedures have been used in some studies to teach children’s motor skills. The purposes of this exploratory study were (a) to develop a parent-implemented intervention to improve the gross motor skills of young children with disabilities and (b) to examine the effects of a training and coaching program on parent implementation of prompting procedures and children’s gross motor skills. A multiple-probe design across three families was used to evaluate the effectiveness of the intervention. The findings showed that parents learned to implement prompting procedures to support their children’s gross motor skills. In addition, the parents reported improvements in their children’s gross motor performance. The limitations and implications for practice and research are discussed.","abstract_has_math":false,"creators":["Yang, Hsiu-Wen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene M.","Meadan-Kaplansky, Hedda","Wolowiec-Fisher, Kimberly","Biggs, Elizabeth E.","Block, Martin E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-03-02T22:12:14Z","date_published":"2020-03-02T22:12:14Z","updated_at":"2026-07-22T22:24:45Z","subjects":["parent-implemented intervention, training and coaching, gross motor skills, prompts"],"languages":["en"],"rights":["Copyright 2019 Hsiu-Wen Yang"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/106334","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene M.","Meadan-Kaplansky, Hedda","Wolowiec-Fisher, Kimberly","Biggs, Elizabeth E.","Block, Martin E."]},{"key":"dc:creator","label":"Author","values":["Yang, Hsiu-Wen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-03-02T22:12:14Z","2022-03-03T10:15:22Z","2019-11-01","2019-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["parent-implemented intervention, training and coaching, gross motor skills, prompts"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Hsiu-Wen Yang"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/106334"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Children with disabilities often experience delays in motor development. Parents could play a crucial role in supporting children’s motor skills. Prompting procedures have been used in some studies to teach children’s motor skills. The purposes of this exploratory study were (a) to develop a parent-implemented intervention to improve the gross motor skills of young children with disabilities and (b) to examine the effects of a training and coaching program on parent implementation of prompting procedures and children’s gross motor skills. A multiple-probe design across three families was used to evaluate the effectiveness of the intervention. The findings showed that parents learned to implement prompting procedures to support their children’s gross motor skills. In addition, the parents reported improvements in their children’s gross motor performance. 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Parents could play a crucial role in supporting children’s motor skills. Prompting procedures have been used in some studies to teach children’s motor skills. The purposes of this exploratory study were (a) to develop a parent-implemented intervention to improve the gross motor skills of young children with disabilities and (b) to examine the effects of a training and coaching program on parent implementation of prompting procedures and children’s gross motor skills. A multiple-probe design across three families was used to evaluate the effectiveness of the intervention. The findings showed that parents learned to implement prompting procedures to support their children’s gross motor skills. In addition, the parents reported improvements in their children’s gross motor performance. 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