Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities

Odom, Samuel L.; McConnell, Scott R.; Chandler, Lynette K.

doi:10.1177/001440299406000304

Cited by 88 publications

(59 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The low quantity of social goals and objectives compounds the overall quality deficits of social goals and objectives. Seventytwo lEPs (44%) were devoid of any goals or objectives for social interventions, which seems at odds with other reports from ECSE teachers that 75% of their students need social interaction intervention (Odom, McConnell, & Chandler, 1994). This lack of recognition of the social needs on the lEPs of preschoolers with disabilities could, in and of itself, be cause for alarm.…”

Section: Discussionmentioning

confidence: 85%

Social Goals and Objectives of Preschool IEPs

Michnowicz

McConnell

Peterson

et al. 1995

Journal of Early Intervention

Self Cite

View full text Add to dashboard Cite

Social competence is an important developmental task in early childhood, and children with disabilities are at risk for developing deficits in social competence. Yet little research as been conducted to analyze how individualized educational programs (lEPs) for preschoolers in early childhood special education (ECSE) settings address social development. This study examined the content of social goals and objectives abstracted from early childhood students' lEPs. Three federal criteria for IEP objectives were examined to evaluate quality of objectives: specification of setting, measurability, and criterion for success. Overall results showed lEPs are lacking both in the quantity of social goals and objectives and in the quality of information necessary for instructional guidance.

show abstract

Section: Discussionmentioning

confidence: 85%

Social Goals and Objectives of Preschool IEPs

Michnowicz

McConnell

Peterson

et al. 1995

Journal of Early Intervention

Self Cite

View full text Add to dashboard Cite

show abstract

“…Perhaps the lack of support for a link between treatment acceptability and treatment usage is the result of other factors. For example, Odom, McConnell, and Chandler (1993) found feasibility to be a better predictor of intervention use than acceptability. Such findings suggest that although acceptability may be one important element in predicting treatment usage, other factors may also contribute to both predicted and actual usage of treatments.…”

Section: Treatment Acceptabilitymentioning

confidence: 99%

Bridging the gap between research and practice: A framework for building research agendas in school psychology

Riley‐Tillman

Chafouleas²,

Eckert

et al. 2005

Psychology in the Schools

View full text Add to dashboard Cite

In this article, we discuss the history behind efforts to transfer school psychology research into practice and review the literature pertaining to treatment acceptability, participatory action research, organizational change, and generalization programming. We then present a model for the systematic programming of this transfer and propose a three-step framework that emphasizes multiple conceptual bases to transfer research into practice. This three-step framework includes creating usable knowledge, transferring usable knowledge, and supporting usable knowledge. It is our intention that the proposed framework will provide a starting point that can be informed by researchers and practitioners in the field of school psychology. We conclude with examples of our research efforts to systematically study the transfer of research into practice. © 2005 Wiley Periodicals, Inc.As with many fields, school psychology is perceived as having two distinct yet related populations: practitioners and trainers/researchers. School psychology practitioners work in many settings including schools, hospitals, and private practices. In contrast, trainers/researchers are typically in university settings and focus on training individuals to use and conduct research regarding issues related to the field of school psychology. Although these roles can and do overlap to some extent, we propose that a disconnect prevents the field from reaching its full potential. That is, it is imperative that those who develop innovations concurrently work harder to influence those who use them in the field. Discussion surrounding this disconnect is certainly not new (see Stoiber & Kratochwill, 2000), however, rather than continue discussion about it, we suggest it is time for action. We contend that the primary impetus for such change must come from those who develop research agendas in school psychology. In this article, we discuss the history behind efforts to transfer school psychology research into practice and present a model for systematically programming for this transfer. We conclude with examples of our research efforts to systematically study the process of influence and transfer of knowledge as a catalyst for continued research in the area. Bases of a Model for Transferring School Psychology Research into PracticeAlthough many topics in psychology and education have the potential to influence a model for transferring school psychology knowledge to practice, we have selected four areas to draw on

show abstract

“…Odom, McConnell, and Chandler (1990) asked 131 teachers from throughout the United States to rate the degree to which they currently used each of these same 49 intervention tactics. While overall means for current use were somewhat higher based on teacher reports, similar patterns emerged: ratings indicated low-to-moderate use of individual tactics, with higher ratings of use for items that involved teaching skills or arranging classroom activities to promote interaction.…”

Section: Features Of Social Interaction Intervention: Application In mentioning

confidence: 99%

Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education

Peterson

McConnell

1993

Topics in Early Childhood Special Education

Self Cite

View full text Add to dashboard Cite

As a group, preschool children with disabilities are at risk for problems in the development of social interaction skills and related behaviors. This article highlights the need for effective social skills interventions for these children and reviews available intervention procedures and packages. In addition, factors affecting the current impact of social skills interventions in early childhood special education are discussed, and research efforts to increase the impact of these interventions are reviewed. Specifically, research efforts aimed at documenting intervention integrity and confirming the link between intervention integrity and intervention effectiveness are addressed.As a group, preschool children with disabilities are at risk for problems in the development of social interaction skills and related behaviors. Compared to age-mates with typical development, children eligible for early childhood special education services exhibit lower rates of social initiations, social responses, and other aspects of social interaction (Spicuzza, McConnell, & Odom, 1991;Strain, 1983); spend less time engaged in classroom activities where social interaction is likely to occur (Odom, Peterson, McConnell, &C Ostrosky, 1990); and are likely to use fewer, and lower-quality, social strategies for participating effectively in interactions with other children (Guralnick, 1992). To address these and other social behavioral deficits, researchers have devoted substantial attention and resources to the development of social interaction skills interventions. These inter-TECSE 13(1), 38-56 (1993) © PRO-ED Inc. 38 at PENNSYLVANIA STATE UNIV on May 25, 2015 tec.sagepub.com Downloaded from

show abstract

Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities

Cited by 88 publications

References 44 publications

Social Goals and Objectives of Preschool IEPs

Social Goals and Objectives of Preschool IEPs

Bridging the gap between research and practice: A framework for building research agendas in school psychology

Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education

Contact Info

Product

Resources

About