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| Educational Interventions for Young Children |
| Sunday, May 25, 2008 |
| 1:30 PM–2:50 PM |
| Williford B |
| Area: EDC |
| Chair: Traci M. Cihon (The Chicago School of Professional Psychology) |
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| Using Visual Phonics as a Strategic Intervention to Increase Literacy Behaviors for Kindergarten Students At-Risk for Reading Failure. |
| Domain: Applied Research |
| TRACI M. CIHON (The Chicago School of Professional Psychology), Ralph Gardner III (The Ohio State University), Dorothy L. Morrison (The Ohio State University), Peter Paul (The Ohio State University) |
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| Abstract: Visual Phonics (VP) is a system for graphophonic instruction that has its roots in deaf education where there is a growing body of literature demonstrating its effectiveness (Trezek & Malmgren, 2005; Trezek & Yang, 2006; Trezek, Yang, Woods, Gampp, & Paul, 2007; Narr, 2006). The authors applied VP as a supplement to reading instruction for kindergarten students at-risk for reading failure. The authors will present the teaching procedures implemented and the resulting data. The presenters will discuss the findings in terms of challenges encountered when extending VP to hearing children in a general education classroom. |
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| The Effect of a Narrative-Based Language Intervention on Story Telling of Children with Developmental Disabilities. |
| Domain: Applied Research |
| DOUGLAS B. PETERSEN (Utah State University), Trina D. Spencer (Utah State University) |
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| Abstract: Narrative-based language interventions are most commonly used by speech-language pathologists to teach story telling and enhance receptive and expressive language. Limited research support for narrative interventions exist. The current researchers conducted a multiple baseline design across participants to investigate the effect of narrative intervention on story telling. Three second grade children with cerebral palsy who presented with moderate expressive language impairments, served as participants. Instructors used interesting story books and modeled story-telling, while presenting and fading picture icons of narrative components (i.e., character, setting, initiating event, internal response, plan, attempt, consequence, and resolution). Specific language targets such as causality, dialogue, and temporal adverbs were also addressed in intervention. After baseline phases, each participant received ten 1-hour narrative intervention sessions. Dependent variables included the frequency of narrative components and specific language targets in participants’ stories. Results indicated an increase over baseline productions of narrative components and specific language targets for all three participants. Generalization and maintenance of acquired narrative skills were also demonstrated. Implications will be discussed in terms of the utility of narrative interventions within natural and motivating literacy contexts and with extended populations such as children with autism. |
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| Enhancing Non-Academic Classroom Skills for Young Children with Disabilities. |
| Domain: Applied Research |
| KATIE KIRKBRIDE (California State University, San Bernardino), Judith Sylva (California State University, San Bernardino) |
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| Abstract: Teaching young children to follow routines, transition among activities, negotiate social situations with peers and adults, and engage socially with peers and adults may factor into school success. Functional assessment will be conducted regarding inappropriate classroom behaviors of several students in an Early Childhood special day class setting. Functionally equivalent non-academic responses will be identified for each participant. The investigator will provide systematic instruction to promote either the acquisition or fluency of the identified non-academic skills utilizing relevant social story strategies. The effectiveness of the interventions will be measured through data collection and analysis. Implications of this study may address methods of decreasing challenging behavior and increasing pro-social behaviors within a special day class setting. |
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