NotesFAQContact Us
Search Tips
ERIC Number: ED568413
Record Type: Non-Journal
Publication Date: 2013
Pages: 295
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-7366-9
The Effects and Feasibility of Using Tiered Instruction to Increase Conversational Turn Taking for Preschoolers with and without Disabilities
Robbins, Sandra Hess
ProQuest LLC, Ph.D. Dissertation, Kent State University
The purpose of the study was to examine the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. All but one child participant showed an increase in conversational turn taking from baseline to reinstatement. Teacher fidelity of implementation was monitored at each tier. Her overall average was 90% with the highest percent occurring in tier one. Resulting contributions to the literature include a better understanding of the feasibility of tiered instruction for the inclusive early childhood classroom, the effectiveness of tiered instruction for increasing CTT, and practical considerations for implementation of tiered instruction across tiers and phase change decisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A