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ERIC Number: EJ1030307
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1047-4412
Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom
Howe, Heather; Barnett, David
Journal of Educational & Psychological Consultation, v23 n3 p165-184 2013
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A