%0 Journal Article
%T Coaching Parents to Use Higher Level Questioning With Their Twice
%A Hasan Y. Zaghlawan
%A Jennifer A. Ritchotte
%J Gifted Child Quarterly
%@ 1934-9041
%D 2019
%R 10.1177/0016986218817042
%X This study investigated the impact of training and coaching parents to use a higher level questioning strategy during shared reading time at home on the expressive language complexity of their young twice-exceptional children. Four parents were trained and coached to use higher level questions, based on the revised BloomĄ¯s taxonomy, with their children in home settings during a shared reading routine. A single-case, multiple-probe design across participants was used to examine the parentsĄ¯ ability to learn and implement the higher level questioning strategy during shared reading with their children and the impact this had on the complexity of their childrenĄ¯s expressive language. Results indicated that all parents were able to learn and implement the strategy, and the complexity of each childĄ¯s responses increased. Additionally, these findings were maintained over time and demonstrated that single-case research can be used with gifted student populations to establish causal relationships between interventions and meaningful outcomes
%K twice exceptional
%K higher level questioning
%K shared reading
%K single-case design
%K parents
%U https://journals.sagepub.com/doi/full/10.1177/0016986218817042