Enhancing the Alternative and Augmentative Communication Use of a Child with Autism through a Parent‐implemented Naturalistic Intervention     

Debora Nunes  Mary Frances Hanline 《International Journal of Disability, Development & Education》2007,54(2):177-197

The effects of a parent‐implemented naturalistic intervention on the communication skills of a 4‐year‐old boy with autism using an alternative and augmentative communication (AAC) system were investigated. The child’s mother was taught to use 4 naturalistic teaching strategies that incorporated a picture communication system during 2 typical home routines. Generalisation probes to assess the caregiver’s use of the intervention techniques and generalisation of the child’s communication outcomes were conducted in 2 similar interactions. A multiple baseline design was used to evaluate the effects of the intervention. Data indicated an increase in the use of 2 caregiver–teaching strategies across two routines following treatment. No consistent changes were observed in the use of the other caregiver strategies across the routines. An increase in the child’s frequency of initiations and responses and the use of the communication system also were observed.  相似文献   

Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities     

Douglas Fuchs  Donald L. Compton  Lynn S. Fuchs  Joan Bryant  G. Nicole Davis 《Reading and writing》2008,21(4):413-436

Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: primary intervention (tier 1) refers to classroom instruction; secondary intervention (tier 2) usually involves more intensive pullout, small-group instruction; and tertiary intervention (tier 3) typically denotes most intensive special education. Despite RTI’s popularity and promise, there are many questions about how to implement it effectively and efficiently. So, in 2001, the Office of Special Education Programs in the U.S. Department of Education funded the National Research Center on Learning Disabilities to conduct two large-scale, field-based, longitudinal, and experimental RTI studies. Both studies, one in reading and one in math, were conducted at first grade, with annual follow up for 3 years in the reading study and 2 years in the math study. This article summarizes findings from the reading study, which was designed to answer three basic questions about RTI’s pivotal secondary intervention: Who should participate in it? What instruction should be conducted to decrease the prevalence of reading disabilities? How should responsiveness and non-responsiveness be defined?  相似文献   

Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings     

C. Cybele Raver  Stephanie M. Jones  Christine P. Li-Grining  Molly Metzger  Kina M. Champion  Latriese Sardin 《Early childhood research quarterly》2008

A primary aim of the Chicago School Readiness Project was to improve teachers’ emotionally supportive classroom practices in Head Start-funded preschool settings. Using a clustered randomized controlled trial (RCT) design, the Chicago School Readiness Project randomly assigned a treatment versus control condition to 18 Head Start sites, which included 35 classrooms led by 94 teachers who served 602 children. Teachers in the treatment condition were invited to participate in behavior management training and their classrooms were visited weekly by mental health consultants who “coached” teachers as they implemented behavior management strategies. Estimation of hierarchical linear models revealed that the multi-component intervention provided statistically significant benefits: Head Start classrooms randomized to the treatment condition were found to have statistically significantly higher levels of positive classroom climate, teacher sensitivity, and behavior management than were classrooms in the control condition (with effect sizes ranging from d = 0.52 to 0.89). Discussion of these findings reflects on policy implications and future research.  相似文献   

Empowering early years workers to identify and target areas of difficulty in pre‐school children     

Helen E. Whiteley Corresponding author  Chris D. Smith  Jane Hutchinson 《Early Years: An International Journal of Research and Development》2005,25(2):155-166

This paper reports on a project aimed at providing skills and resources to support nursery staff in identifying areas of strength and need in 3‐ to 5‐year‐old children. The six participating nurseries were all in areas of high socio‐economic disadvantage. Staff were trained to administer, score and interpret a wide‐ranging screening inventory. Following the assessment of children at nursery entry, staff were given support in developing appropriate programmes of activities to address the weaknesses and build on the strengths identified for individual children. All the children were reassessed following a period of six months. Although time was a major issue, staff were generally positive about the screening process and recognised the worth of early identification and intervention. While 46% of 173 children screened at the start of the project had significant difficulties in some area of development, only 6.9% remained at risk on the screening measure following tailored input. Systematic screening was identified as important for alerting staff to difficulties that might otherwise go unnoticed.  相似文献   

Teachers' perceptions and attitudes about Response to Intervention (RTI) in their schools: A qualitative analysis     

《Teaching and Teacher Education》2014

As Response to Intervention (RTI) models are increasingly implemented in United States' schools, it is important to consider the perceptions of those directly involved. The current study assessed teachers' perceptions of RTI and utilized qualitative methodology and a computer-based text search program to explore teachers' perceptions of RTI. Constant comparison analysis yielded four emergent themes related to teacher perception of RTI: (a) overall understanding of RTI, (b) teachers' perceptions of barriers to RTI in their schools, (c) teachers' suggestions to improve RTI, and (d) teachers' suggestions for making paperwork more efficient. We conclude with implications for training and RTI implementation.  相似文献   

Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style     

《Teaching and Teacher Education》2018

Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate or not in a year-long autonomy-supportive intervention program (ASIP), and we longitudinally assessed autonomy support and three hypothesized mediating resources—gains in need satisfaction during teaching, gains in teaching efficacy, and a greater adoption of intrinsic instructional goals. The ASIP did increase teachers’ autonomy support, as expected, and the two resources that explained this professional developmental achievement were intervention-enabled gains in teaching efficacy and intrinsic instructional goals.  相似文献   

Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity     

Shayne B. Piasta  Laura M. Justice  Sonia Q. Cabell  Alice K. Wiggins  Khara Pence Turnbull  Stephanie M. Curenton 《Early childhood research quarterly》2012

The present study investigated the effect of professional development (PD) on preschool teachers’ conversational responsivity in the classroom, defined as teachers’ use of strategies to promote children's participation in extended conversational exchanges (communication-facilitating strategies) and exposure to advanced linguistic models (language-developing strategies), and the resultant impact on proximal child language outcomes. We randomly-assigned 49 preschool teachers to receive 15–20 h of such PD (PD; n = 25) or to a comparison condition (n = 24). Growth curve analysis indicated that trained teachers used significantly more communication-facilitating strategies across the year but no such difference for language-developing strategies. Moreover, children in these classrooms showed greater linguistic productivity and complexity in their talk. These findings suggest that PD may alter some aspects of teachers’ conservational responsivity responsible for increasing the amount and complexity of child language. Alteration of some strategies, however, may require more intensive PD efforts.  相似文献   

从与标准测验理论之差异谈认知诊断的特征     

王卓然  郭磊  边玉芳 《考试研究》2012,(3):10-20

认知诊断作为新一代测验理论的代表,与标准测验理论在理论和应用上有着多方面的差异。本文基于认知诊断与标准测验理论的比较,阐述了认知诊断五方面的特征：（1）区别于标准测验理论中较为笼统和抽象的能力概念,以细分和具体化为特点的认知诊断属性界定;（2）区别于标准测验理论连续潜变量的认知诊断分类潜变量;（3）加入诊断指导下的补救和再评估后,认知诊断包含了周而复始的评估过程;（4）包含补救措施是否有效的认知诊断效度测量;（5）认知诊断的应用领域。文章最后指出了认知诊断目前在其发展中所存在的问题,并对该测量理论的发展进行了展望。  相似文献   

A new technique for dealing with behaviour difficulties in Cyprus: the analysis of critical incidents     

Panayiotis Angelides 《欧洲特需教育杂志》2013,28(1):55-68

Recently the issue of behaviour difficulties arose at the centre of the educational debate in Cyprus. The purpose of this paper is to propose a new technique for enabling schools to deal with behavioural difficulties through an analysis of critical incidents. First, the paper examines definitions of behaviour difficulties, briefly explores the causes of misbehaviour and summarizes the different theories and methods that have been used for behaviour management. It then defines the new technique by providing its theoretical background, and illustrates how the new method has been used. Using evidence from schools in Cyprus, the paper provides illustrative examples which demonstrate how certain events that happen in the classroom can be analysed in order to provide schools with useful information for developing new ways of facing behavioural difficulties.  相似文献   

Implementation Quality: Lessons Learned in the Context of the Head Start REDI Trial     

Domitrovich CE  Gest SD  Jones D  Gill S  Sanford Derousie RM 《Early childhood research quarterly》2010,25(3):284-298

This study uses data collected in the intervention classrooms (N = 22) of Head Start REDI (Research-based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children's social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support. Multiple dimensions of implementation (Dosage, Fidelity, Generalization, and Child Engagement) were assessed across curriculum components. Results indicated that REDI Trainers perceived significant growth in teacher implementation quality over time but that patterns differed by implementation dimension. Dosage and Fidelity of all intervention components were high at the beginning of the year and remained so over time while Generalization was low at baseline but increased significantly across the year. Variation in implementation was associated with variation on several child outcome measures in the social-emotional domain but not in the language and literacy domains.  相似文献