Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom

Autor/inn/en	Howe, Heather; Barnett, David
Titel	Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom
Quelle	In: Journal of Educational & Psychological Consultation, 23 (2013) 3, S.165-184 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2013.813805
Schlagwörter	Preschool Education; Consultation Programs; Preschool Children; Communication Problems; Speech Communication; Behavior Modification; Response to Intervention; Disadvantaged Youth; Accountability; Problem Solving; Progress Monitoring; Parents; Preschool Teachers + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Fachberatung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kommunikationsbarriere; Behaviour modification; Verhaltensänderung; Benachteiligter Jugendlicher; Verantwortung; Problemlösen; Eltern; Erzieher; Erzieherin; Kindergärtnerin
Abstract	This consultation description reports parent and teacher problem solving for a preschool child with no typical speech directed to teachers or peers, and, by parent report, normal speech at home. This child's initial pattern of speech was similar to selective mutism, a low-incidence disorder often first detected during the preschool years, but the parent and teachers were concerned about making a referral for diagnosis and treatment due to the child's age. Also the agency had accepted tiered services where Tier 1 included classroom interventions, including those that were teacher developed. The intervention was based on building practice opportunities and positive attention to establish typical patterns of classroom language. A single case accountability design with peer norms was used for progress monitoring. Results were positive for social interactions, multiword use, and opportunities to respond. Child approaches peer and child approaches teacher showed more variability but patterns were similar to typical peers. The consultation illustrates the distinctions between highly reluctant speech and selective mutism using Tier 1 and relatively low-intensity teacher-managed interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10