Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom
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| Title: | Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom |
|---|---|
| Language: | English |
| Authors: | Howe, Heather, Barnett, David |
| Source: | Journal of Educational & Psychological Consultation. 2013 23(3):165-184. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | 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, Intervention |
| DOI: | 10.1080/10474412.2013.813805 |
| ISSN: | 1047-4412 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2014 |
| Accession Number: | EJ1030307 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1047-4412 |
| DOI: | 10.1080/10474412.2013.813805 |
