Play to Teach: Coaching Paraeducators to Facilitate Communication in the Preschool Classroom

Frantz, Rebecca; Hansen, Sarah; Erturk, Buket; Machalicek, Wendy; Squires, Jane; Raulston, Tracy J.

doi:10.1352/1944-7558-124.6.497

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…Il serait également pertinent de documenter les stratégies utilisées pour faciliter les interactions de l'enfant, que ce soit l'enseignement aux proches de l'enfant ("coaching") le soutien apporté aux éducatrices en milieu de garde ainsi que les modifications apportées dans l'environnement (Schuele et al 1995;Snyder et al 2015). Si ces techniques sont une pratique clinique de plus en plus fréquente et que l'efficacité de plusieurs modèles utilisant le "coaching" aux parents ou aux éducatrices a été documentée dans la littérature scientifique (Green et al 2018;Frantz et al 2019;Weitzman et al 2017)…”

Section: Discussionunclassified

Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique

Dionne,

McIntyre,

Bignasca

et al. 2021

TRANEL

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Both clinicians and researchers agree on the importance of supporting a socially relevant language use in children at risk for communication disorders. Although we have some information on best practices for children with autism spectrum disorder (ASD), the evidence for children with developmental language disorder (DLD) is scarce. Even if there is a growing body of literature discussing the efficacy of speech and language interventions in preschool and school settings, these interventions have focused primarily on early literacy skills (including vo cabulary and discourse abilities) to prepare all children to enter school. Despite this lack of evidence in the literatur e, clinicians have developed skillful strategies to support and facilitate the development of other pragmatic skills such as conversation abilities. The purpose of this manuscript is to discuss the theo retical foundations of pragmatic interventions with children having DLD and to present an example of an intervention based on theoretical foundations and clinical experience.

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Section: Discussionunclassified

Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique

Dionne,

McIntyre,

Bignasca

et al. 2021

TRANEL

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“…Environmental arrangement is a proactive strategy that involves manipulating antecedent variables (e.g., toys and game pieces; Gulsrud et al, 2016; Ledford et al, 2018; Schreibman et al, 2015) to increase the likelihood of a behavior occurring, and it is an evidence-based practice for communication and play skills (Hume et al, 2021). Whereas environmental arrangement is usually used in one-on-one instructional formats, recently researchers began implementing this strategy with small groups of children (Frantz et al, 2019). For example, while building a marble tower, instead of handing the children the whole bag of marbles, the teacher could begin by handing one marble at a time.…”

Section: Methods For Promoting Generalization Of Social Skillsmentioning

confidence: 99%

Promoting Generalization of Social Skills to Inclusive Play Settings for Children With Autism and Their Peers

Raulston

Hansen

2021

TEACHING Exceptional Children

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Children on the autism spectrum often experience difficulty generalizing social skills across environments and contexts, which can make developing friendships challenging in early childhood. This means that, in addition to initial social skills instruction, children with autism may need specialized supports to promote the generalization of newly learned skills to natural inclusive play routines such as unstructured social centers and playdates. In this paper, we describe strategies teachers can employ to promote the generalization of newly learned social skills. Specifically, we describe how social narratives, visual supports, and environmental arrangement, prompting, and praise can be used during social centers and playdates to facilitate setting generalization. When teachers systematically support generalized social skills and behaviors, children will have more opportunities to develop meaningful friendships.

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“…Historically, the roles and responsibilities of assistant teachers included cleaning the classrooms and assisting with administration paperwork [5]. Although numerous researchers have largely discussed the roles and positive impacts of assistant teachers in classrooms [6,7], a small section of them has raised concerns of how they (assistant teachers) deal with complex tasks, such as learning curriculum, the methods of teaching and learning, interactions and language proficiency in classrooms [1,4,8].…”

Section: Introductionmentioning

confidence: 99%

Linquistic challenges faced by assitatnt teachers of english in Limpopo province: the case of two primary schools

Morethe,

Kekana,

Montle

2023

Eureka: SH

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This study explored the linguistic challenges, faced by Assistant Teachers of English in the classroom with specific reference to two primary schools in the Limpopo province, South Africa. The study also investigated the perceptions of English teachers and learners on the support, received from Assistant Teachers in English classrooms. The study used interviews to investigate and explore various linguistic challenges, faced by Assistant Teachers. Data was also collected using questionnaires, which were designed to compare perceptions of English teachers and learners who received support from Assistant Teachers. Data from questionnaires was analysed quantitatively, and data from interviews was analysed qualitatively. This study was prompted by the increasing number of Assistant Teachers, required in South African schools. Furthermore, several research studies found that Assistant Teachers struggle to assist learners in Mathematics, English and Science. Amongst other things, the study revealed that Assistant Teachers of English have inadequate English language competency to assist in English classrooms. Challenges in grammar, sentence structure, word formation, comprehension, and difficulty to express themselves in English contribute to Assistant Teachers’ incompetence in the English language. Although learners find the support of Assistant Teachers in the English classroom helpful for the teaching and learning process, English teachers are concerned with the quality of education, received by learners, since they are aware of the lack of English competency amongst Assistant Teachers of English. The overall findings of this study revealed that there is a need to appoint well-trained Assistant Teachers that will not only benefit teachers but be able to provide learners with the quality education they deserve. Findings from this study could contribute to improving the quality of education in primary schools.

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Play to Teach: Coaching Paraeducators to Facilitate Communication in the Preschool Classroom

Cited by 5 publications

References 23 publications

Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique

Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique

Promoting Generalization of Social Skills to Inclusive Play Settings for Children With Autism and Their Peers

Linquistic challenges faced by assitatnt teachers of english in Limpopo province: the case of two primary schools

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