A Primary Prevention Program: Teaching Models I and II.

Autor/inn/en	Harlan, Nancy T; Tschiderer, Patricia A.
Institution	Prince George's County Health Dept., Cheverly, MD. Div. of Speech and Audiology.
Titel	A Primary Prevention Program: Teaching Models I and II.
Quelle	(1986), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Delivery Systems; Demonstration Programs; Early Parenthood; Infants; Language Handicaps; Mothers; Nonverbal Communication; Nurses; Parent Child Relationship; Prevention; Speech Handicaps; Speech Therapy; Therapists + Suchen Sie Ihr Suchwort? Auslieferung; Infant; Toddler; Toddlers; Kleinkind; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Mother; Mutter; Non-verbal communication; Nonverbale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prävention; Vorbeugung; Language handicps; Entwicklungsproximale Sprachtherapie; Logotherapie; Therapist; Therapeut
Abstract	Two teaching models of a service delivery program designed to prevent speech-language problems in lower socioeconomic children were compared. Specific goals included increasing mothers' awareness of the sensory input to which infants are responsive and increasing mothers' abilities to read infant nonverbal signals. In Model 1, two speech-language pathologists and one childbirth educator demonstrated to new mothers in the hospital how to communicate with the infant through the senses and how to read the baby's nonverbal signals. In Model 2, the speech-language pathologists trained two community health nurses to conduct the training experience. Less actual demonstration was possible with Model 2. Recorded responses of each mother were analyzed and scored according to the suggestions integrated into the mother's home setting and the different behaviors the mother described in response to stimuli presented to her infant. Findings suggested that Model 1 was more effective in helping mothers learn to read infant nonverbal signals than Model 2. Model 1 was most effective with adolescent mothers, because it facilitated their incorporation of suggestions as well as their description of infant communication. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01