Topics in Early Childhood Special Education : Interventions and Autism Spectrum Disorder (Mai 2017)

mardi 30 mai 2017

Le numéro de mai 2017 de la revue Topics in Early Childhood Special Education est consacré aux intervention éducatives dans les TSA.

1. Mrachko AA, Kaczmarek LA. Examining Paraprofessional Interventions to Increase Social Communication for Young Children With ASD. Topics in Early Childhood Special Education ;2016 (2017/05/01) ;37(1):4-15.

Social communication skills are considered a core deficit in children diagnosed with autism spectrum disorder (ASD). Evidence-based practices that have emerged to address these critical skills in children with ASD have largely been implemented by researchers, teachers, and parents. Only recently have researchers studied paraprofessionals as implementers of these interventions. The following review examines studies in which paraprofessionals were taught to implement social communication interventions with young children with ASD. The seven articles that met inclusion criteria were evaluated with respect to (a) type of social communication intervention, (b) evidence of effectiveness, (c) training methods and components, (d) child outcomes. The primary intervention studies included pivotal response training (PRT), natural language paradigm (NLP), and incidental teaching strategies as well as mand training and general antecedent/consequent interventions. All studies reported improvements in paraprofessional implementation fidelity for the chosen intervention, five of which also reported corresponding improvements in child outcomes. Four studies provided definitive evidence of effectiveness for paraprofessional training. Feedback was the only training component used in all seven studies, in conjunction with at least one other component.

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2. Fleury VP, Schwartz IS. A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder. Topics in Early Childhood Special Education ;2016 (2017/05/01) ;37(1):16-28.

We examined the effect of a modified dialogic reading intervention on levels of verbal participation and vocabulary growth in nine preschool children with autism spectrum disorder (ASD) using single-case design methodology. Baseline book reading resulted in consistently low levels of verbal participation followed by an immediate increase in verbal participation during dialogic book reading sessions for all children. Dialogic reading also resulted in greater gains in book-specific vocabulary for all children, as compared with baseline book reading sessions. The improvement in verbal participation was characterized by more frequent responses to the adults ? question prompts during reading. No improvements in children ?s independent initiations of comments or questions during the book reading activity were observed.

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3. Greenwood CR, Abbott M, Beecher C, Atwater J, Petersen S. Development, Validation, and Evaluation of Literacy 3D : A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention. Topics in Early Childhood Special Education ;2016 (2017/05/01) ;37(1):29-41.

Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support system for Tier 1 literacy instruction that combines evidence-based strategies for teacher implementation with instructional intervention strategies. A waitlist randomized control trial (W-RCT) design was used over two years. In Year 1, classroom clusters were randomized to two groups, one Literacy 3D and the other a waitlist BAU comparison. In Year 2, the waitlist group received Literacy 3D. First year results indicated that Literacy 3D was promising with regard to improving teachers ? use of Literacy 3D practices as well as some intermediate teacher outcomes. Improvements were made and re-tested with the waitlist group in Year 2. Results produced better outcomes in teacher, child, and early literacy outcomes. Implications are discussed.

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4. Zakszeski BN, Hojnoski RL, Wood BK. Considerations for Time Sampling Interval Durations in the Measurement of Young Children’s Classroom Engagement. Topics in Early Childhood Special Education ;2016 (2017/05/01) ;37(1):42-53.

Classroom engagement is important to young children ?s academic and social development. Accurate methods of capturing this behavior are needed to inform and evaluate intervention efforts. This study compared the accuracy of interval durations (i.e., 5 s, 10 s, 15 s, 20 s, 30 s, and 60 s) of momentary time sampling (MTS) in approximating the duration of classroom engagement as measured by continuous duration recording (CDR). Twenty-four sessions of children in large-group instruction were observed using the Behavioral Observation of Students in School for Early Education (BOSS-EE). In general, shorter intervals produced engagement estimates that more highly correlated with CDR data and had less measurement error relative to estimates from longer intervals. Findings suggest that selection of MTS interval duration may affect the accuracy of estimates for children with low levels of engagement to a greater extent relative to children with high levels of engagement. Implications and future directions are discussed.

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5. Locchetta BM, Barton EE, Kaiser A. Using Family Style Dining to Increase Social Interactions in Young Children. Topics in Early Childhood Special Education ;2016 (2017/05/01) ;37(1):54-64.

During family style dining (FSD), caregivers are encouraged to sit with children at the table to support, promote, and facilitate conversations. FSD is considered a best practice in child care and is encouraged by many early childhood agencies. However, there is no current research documenting the effects of FSD on mealtime interactions in the preschool environment. The purpose of the current study was to examine the effects of FSD on the social interactions of preschool children during mealtime, and any subsequent changes in the rate of teacher directives and praise statements. Results demonstrated increases in the rates of initiations by target children when FSD was implemented ; however, the increases across children were modest. Also, teachers ? rates of directives were not impacted by the use of FSD ; that is, teachers ? rates of directives were the same, on average, when using and not using FSD.

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