Teaching gross motor skills to young children with disabilities: A parent-implemented intervention

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2020

Author dc:creator

• Yang, Hsiu-Wen

Contributors dc:contributor

• Ostrosky, Michaelene M.
• Meadan-Kaplansky, Hedda
• Wolowiec-Fisher, Kimberly
• Biggs, Elizabeth E.
• Block, Martin E.

• parent-implemented intervention, training and coaching, gross motor skills, prompts

Statement dc:rights

• Copyright 2019 Hsiu-Wen Yang

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/106334

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/106334