Objective: This investigation was set up to determine if parents with limited knowledge, skills, and use of engagement strategies with preschool children identified as late talkers would increase shared book reading duration and frequency as a result of receiving parent coaching through telepractice. Method: A multiple baseline across participants design was selected for this investigation and 3 participants were enrolled. The independent variable was the teaching and coaching of parents through telepractice to implement engagement shared reading strategies. The primary dependent variable was shared book reading duration and the secondary dependent variable was shared book reading frequency. During the entirety of the investigation, the participants self-reported daity shared book reading duration and frequency via a provided reading log. Results: Visual analysis revealed positive therapeutic changes for all participants. The PND between the adjacent phases was 100% with all data points falling outside of the range of baseline data for all participants. The parent report also reported an increase in shared book reading frequency after the intervention. Conclusion: These findings demonstrate that parents with children who are late talkers can be coached through telepractice to increase engagement during share book reading resulting in increased shared book reading duration and frequency.
