ERIC Number: ED373513
Record Type: RIE
Publication Date: 1994-Jun
Reference Count: N/A
Technical Assistance to Early Interventionists in Rural Areas: An Empirical Evaluation.
Cooper, Carolyn S.; McEvoy, Mary A.
This study assessed the effectiveness of a model for providing long distance technical assistance on teacher implementation of an intervention designed to increase child-child social interaction. Subjects were 10 preschool special education teachers and 40 preschool-aged children (some developing normally and some with mild to moderate developmental delays) in rural south central Illinois. Teachers were provided with training on implementing Group Friendship Activities, an empirically validated procedure for increasing social skills of young children with disabilities. Group Friendship Activities are typical preschool games, songs, and activities that have been modified to include a response which expresses affection. Teachers were then provided with a video training tape follwed by three on-site visits over a 10-week time period. Results indicated that teachers implemented the Group Friendship Activities with a high degree of integrity, and changes in child social interaction skill were observed. There was a wide range in how many different activities were used, how many days the activities were actually conducted, and the number of peers with age-appropriate social skills that were included. The number of peers with age-appropriate social skills was the best predictor of gains in child social interaction skills. A figure and six tables with information related to the study, including a copy of the teacher data collection sheet is appended. (Author/JDD)
Descriptors: Affective Behavior, Disabilities, Early Intervention, Friendship, Inservice Teacher Education, Instructional Effectiveness, Interpersonal Competence, Mainstreaming, Peer Relationship, Preschool Children, Preschool Education, Program Effectiveness, Rural Areas, Social Integration, Teacher Education, Teaching Models, Technical Assistance
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.
Identifiers: Illinois (South)