1
|
Kishida Y, Main S, Carter M, Kemp C, Campbell A. Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure. LEARNING AND MOTIVATION 2022. [DOI: 10.1016/j.lmot.2022.101839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
2
|
Sparapani N, Reinhardt VP, Hooker JL, Morgan L, Schatschneider C, Wetherby AM. Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism. J Autism Dev Disord 2022; 52:2284-2299. [PMID: 34106392 PMCID: PMC9021085 DOI: 10.1007/s10803-021-05115-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/27/2021] [Indexed: 11/04/2022]
Abstract
This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.
Collapse
Affiliation(s)
- Nicole Sparapani
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA.
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA.
| | - Vanessa P Reinhardt
- , Ontario, Canada
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
| | - Jessica L Hooker
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
| | - Lindee Morgan
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
- Marcus Autism Center, Children's Healthcare of Atlanta, Department of Pediatrics, Emory University, 1920 Briarcliff Road, Atlanta, GA, 30329-4010, USA
| | - Christopher Schatschneider
- Department of Psychology, Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32320, USA
| | - Amy M Wetherby
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
| |
Collapse
|
3
|
Connor CM, Adams A, Zargar E, Wood TS, Hernandez BE, Vandell DL. Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study. EARLY CHILDHOOD RESEARCH QUARTERLY 2019; 52:74-89. [PMID: 32669756 PMCID: PMC7363025 DOI: 10.1016/j.ecresq.2019.10.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
In this study, we present a newly developed observational system, Optimizing Learning Opportunities for Students (OLOS). OLOS is designed to elucidate the learning opportunities afforded to individual children within early childhood classrooms and as they transition to formal schooling (kindergarten through third grade). OLOS records the time spent in different types of learning opportunities (e.g., play, literacy, math) and the frequency of specific discourse moves children and teachers use (child talk and teacher talk). Importantly, it is being designed to be used validly and reliably by practitioners. Using OLOS, we explored individual children's experiences (n = 68 children in 12 classrooms) in four different types of early childhood programs; state-funded, state-funded PK serving children with disabilities, Head Start, and a tuition-based (non-profit) preschool. Results of our feasibility study revealed that we could feasibly and reliably use OLOS in these very different kinds of pre-kindergarten programs with some changes. OLOS provided data that aligned with our hypotheses and that our practitioner partners found useful. In analysing the observations, we found that individual children's learning opportunities varied significantly both within and between classrooms. In general, we observed that most of the PK day (or half day) was spent in language and literacy activities and non-instructional activities (e.g., transitions). Very little time in math and science was observed yet children were generally more likely to actively participate (i.e., more child talk) during academic learning opportunities (literacy, math, and science). The frequency of teacher talk also varied widely between classrooms and across programs. Plus, the more teacher talk we observed, the more likely we were to observe child talk. Our long-term aim is that OLOS can inform policy and provide information that supports practitioners in meeting the learning and social-behavioral needs of the children they serve.
Collapse
|