{'fraction_non_alphanumeric': 0.016710642040457344, 'fraction_numerical': 0.0, 'mean_word_length': 5.578034682080925, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Coaching Parents to Use Higher Level Questioning With Their Twice-Exceptional Children

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 Bloom’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 parents’ 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 children’s expressive language. Results indicated that all parents were able to learn and implement the strategy, and the complexity of each child’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.