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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.
Authors: Howe, Heather (AUTHOR), Barnett, David (AUTHOR)
Source: Journal of Educational & Psychological Consultation. Jul-Sep2013, Vol. 23 Issue 3, p165-184. 20p. 5 Graphs.
Subjects: Speech, Head Start programs, Problem solving, Preschool children's attitudes, Selective mutism, Social interaction in children
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom.
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  Data: <searchLink fieldCode="AR" term="%22Howe%2C+Heather%22">Howe, Heather</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barnett%2C+David%22">Barnett, David</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+%26+Psychological+Consultation%22">Journal of Educational & Psychological Consultation</searchLink>. Jul-Sep2013, Vol. 23 Issue 3, p165-184. 20p. 5 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children's+attitudes%22">Preschool children's attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+mutism%22">Selective mutism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction+in+children%22">Social interaction in children</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/10474412.2013.813805
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 165
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      – SubjectFull: Speech
        Type: general
      – SubjectFull: Head Start programs
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Preschool children's attitudes
        Type: general
      – SubjectFull: Selective mutism
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      – SubjectFull: Social interaction in children
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      – TitleFull: Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom.
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              Text: Jul-Sep2013
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              Y: 2013
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