Communication Supporting Classrooms Observation Tool

Improving communication outcomes for young offenders: a proposed response to intervention framework

“…A way of assisting teachers to understand the expressive and receptive verbal demands of their classrooms is to employ an observational instrument such as the Communication Supporting Classrooms Observation Tool (Dockrell et al . ). With its explicit focus on so‐called ‘language‐learning interactions’ in the classroom, this tool operationalizes many teaching micro‐skills that promote expressive and receptive oral language skills.…”

Chapter 6. Evidence based policy and practice: the Better Communication Research Programme

“…Four studies provided evidence on this topic. We designed and validated a research‐based observation tool to enable teachers in reception and key stage 1 to profile the language learning environment, opportunities and interactions in their classrooms to examine the extent to which this was effective in supporting the development of language and communication (Dockrell et al., 2012a). The national data sets (National Pupil Database and School Census) comprising the 6.4 million children in the state education system were analysed in order to examine the prevalence rates and trajectories over time of children with SLCN and ASD (Meschi et al., ); and the factors that affected identification of SLCN or ASD, including social disadvantage, age and ethnicity (Strand and Lindsay, ).…”

“…The national data sets (National Pupil Database and School Census) comprising the 6.4 million children in the state education system were analysed in order to examine the prevalence rates and trajectories over time of children with SLCN and ASD (Meschi et al., ); and the factors that affected identification of SLCN or ASD, including social disadvantage, age and ethnicity (Strand and Lindsay, ). In our prospective study, we examined the abilities, needs and provision made to meet the needs of children with language impairment (LI) or ASD (Dockrell et al., 2012a). The perspectives of parents of children with SLCN and of the children themselves were explored (Roulstone et al., 2012).…”

Chapter 1. Introduction to policy paper

“…We designed and validated a research-based observation tool to enable teachers in reception and key stage 1 to profile the language learning environment, opportunities and interactions in their classrooms to examine the extent to which this was effective in supporting the development of language and communication (Dockrell et al, 2012a). The national data sets (National Pupil Database and School Census) comprising the 6.4 million children in the state education system were analysed in order to examine the prevalence rates and trajectories over time of children with SLCN and ASD (Meschi et al, 2012); and the factors that affected identification of SLCN or ASD, including social disadvantage, age and ethnicity (Strand and Lindsay, 2012).…”

“…The national data sets (National Pupil Database and School Census) comprising the 6.4 million children in the state education system were analysed in order to examine the prevalence rates and trajectories over time of children with SLCN and ASD (Meschi et al, 2012); and the factors that affected identification of SLCN or ASD, including social disadvantage, age and ethnicity (Strand and Lindsay, 2012). In our prospective study, we examined the abilities, needs and provision made to meet the needs of children with language impairment (LI) or ASD (Dockrell et al, 2012a). The perspectives of parents of children with SLCN and of the children themselves were explored (Roulstone et al, 2012).…”