Objective: This study examined the effect of parent coaching and training paired with picture exchange on parent communication with their late-talking preschool aged children. Method: Three parent/child dyads participated in an AB Single case design investigation. The dependent variable was the parent’s recognition and acknowledgement of their child’s communication attempts. The independent variable utilized the Teach Model Coach Review (TMCR) method on the identification of communication attempts via verbal responses or picture exchanges. The participants attended six 30-minute virtual coaching sessions, then recorded 10 to12-minute videos of themselves applying session strategies. All participants completed a pre- and post-survey to measure parent disposition toward use of strategies. Results: Participant 1 began the intervention with a stable baseline and intervention data showed an accelerating trend with 100% PND. While participants 2 and 3 also displayed a positive trend in intervention, the baseline data were not stable. All participants reported that the intervention enhanced their ability to communicate with their children. Conclusion: This study supported the use of parent coaching and picture cards as an effective means to increase parents’ communication with their children. Further, it supports the use of coaching and modeling to improve parent disposition toward language modeling and communication.
