Acceptability Ratings of Language Interventions and Reasoning as Described by Early Childhood Special Education Teachers

Autor/in	Turan, Yasemin
Titel	Acceptability Ratings of Language Interventions and Reasoning as Described by Early Childhood Special Education Teachers
Quelle	In: Early Child Development and Care, 182 (2012) 10, S.1371-1382 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.615929
Schlagwörter	Special Education Teachers; Preschool Teachers; Preferences; Intervention; Developmental Delays; Language Acquisition; Severity (of Disability); Therapy; Speech Language Pathology; Semi Structured Interviews; Teacher Surveys; California + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Entwicklungsverzögerung; Sprachaneignung; Spracherwerb; Schweregrad; Therapie; Kalifornien
Abstract	This study utilised a structured analogue method to evaluate factors which impact preschool teachers' preference for language interventions. These factors included type of treatment approach (naturalistic versus therapeutic), person delivering the intervention (classroom teacher versus speech and language pathologist), and severity of language delay (mild versus severe). Survey participants included 29 preschool special education teachers, five of whom volunteered to complete follow-up interviews. Results demonstrate that teachers prefer naturalistic over therapeutic approaches overall. When stratified by severity of the language delay, teachers rated the three intervention approaches differently. Implications of these findings for research and practice are discussed. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10