Parent reading behaviors and communication outcomes in girls with Rett syndrome

We describe evidence and intervention strategies for parents, educators, and researchers who seek to enhance communication and literacy in children with Rett syndrome (RS). Four girls with RS and their mothers videotaped their storybook interactions at home for 4 months. Parent-child storybook interactions were coded for child behaviors (e.g., use of augmentative communication devices, attention to book, or vocalizations) and parent behaviors (e.g., pointing in the book or asking predictive questions). Correlation and multiple regression analyses of these variables revealed that girls with RS can learn to communicate in meaningful ways through storybooks; however, mothers may need to engage in different strategies to facilitate better use of augmentative strategies. Successful strategies are discussed for the mother-daughter dyads.