Objective: This study examined the effect of online parent coaching of the teach-model-coach-review (TCMR) instructional approach on Guyanese parents’ use of langauge expansion during routine-based activities for children with expressive language impairment. Method: A multiple baseline design across participants (MBAP) design was used for this study. Three parent-child dyads participated. The dependent variable for this investigation was the caregiver’s use of language expansion strategies in free-play activities with their children. The independent variable utilized the TMCR instructional approach to language expansion during routine-based activities at home. Participants attended intervention sessions and then recorded themselves applying strategies. Results: Participant 1 began the intervention with a stable baseline; Participants 2 and 3 began the intervention phase after each prior participant met criteria. All three participants’ data indicated a significant treatment effect with 100% of data non-overlapping. Additionally, all participants continued using strategies at maintenance. Conclusion: Parents demonstrated a positive intervention effect by substantially increasing their use of language expansion during routine activities with their child. Following the intervention’s conclusion, parents could maintain their use of the strategy once coaching had been discontinued. This study supports the use of parent coaching and teaching in supporting parents of children with language delay.
