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Journal of Pediatric Psychology 5(2) pp. 189-198, 1980
© 1980 Society of Pediatric Psychology

other

Involving Parents in the Treatment of Severely Communication-Disordered Children1

Sally Davis2 and Lee M. Marcus

Department of Psychiatry, University of North Carolina at Chapel Hill

2All correspondence should be sent to Sally Davis, Piedmont TEACCH Center, Department of Psychiatry, University of North Carolina School of Medicine, Chapel Hill, North Carolina 27514.

Methods and activities for working with parents of severely communication-disordered children are presented. Emphasis is placed on directly involving parents in the treatment process by eliciting their input with respect to appropriate language programs, providing feedback during observed clinic sessions, integrating social and language skills training, and utilizing structured home teaching sessions to promote parent-child communicative interaction. The importance of considering communication as a social as well as cognitive process is stressed in reaffirming the critical role of parental involvement.


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