Acceptability of Language Interventions: A Comparison of Preschool and Elementary Teachers' Responses

Autor/inn/en	Turan, Yasemin; Ostrosky, Michaelene M.; Halle, James W.; DeStefano, Lizanne
Titel	Acceptability of Language Interventions: A Comparison of Preschool and Elementary Teachers' Responses
Quelle	In: Journal of Early Intervention, 26 (2004) 3, S.221-233 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
Schlagwörter	Teaching Methods; Therapy; Preschool Teachers; Pathology; Intervention; Severity (of Disability); Elementary School Teachers; Delayed Speech; Comparative Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Therapie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pathologie; Schweregrad; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachverzögerung
Abstract	This study used structured analogue situations to examine factors that might influence teachers' preferences and opinions about language interventions. These factors included respondent groups (preschool vs. elementary school teachers), type of treatment approach (naturalistic vs. therapeutic), person delivering the intervention (classroom teacher vs. speech and language pathologist [SLP]), and severity of language delay (mild vs. severe). Sixty-six teachers (28 elementary and 38 preschool teachers) participated in this survey study. Results showed that preschool teachers found naturalistic approaches slightly more acceptable than the therapeutic approach, whereas elementary school teachers viewed the therapeutic approach as somewhat more acceptable than naturalistic approaches. Teachers rated three intervention approaches differently when they were applied to children with mild versus severe language delays. Implications for research and practice of these findings are discussed. (Author).
Anmerkungen	Division for Early Childhood, 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887; e-mail: dec@dec-sped.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10