Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders

Rhoad‐Drogalis, Anna; Justice, Laura M.; Sawyer, Brook E.; O’Connell, Ann A.

doi:10.1111/1460-6984.12351

Cited by 18 publications

(12 citation statements)

References 88 publications

(184 reference statements)

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“…Factors influencing the education of preschool children with developmental speech and language disorders are a set of "perinatal, medical and environmental variables" that determine "speech and language outcomes" in the future. The level of education of parents is an additional factor in the effectiveness of education and the level of humanization of education (McAllister, L., et al, 1993;Rhoad-Drogalis, A., et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Humanistic approach towards education of preschool children with developmental speech and language disorders

Voitovych

Olha

Oksana

et al. 2020

revtee

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Changing approaches towards education of preschool children with developmental speech and language disorders occurs due to systemic pressure from government policy, which includes the development of inclusive education, the promotion of multidisciplinary cooperation in the development of policies and educational practices. Differentiation, personalization and integration of children with special educational needs are trends that indicate the humanization of education. Based on the analysis of scientific publications on the issues of therapy (treatment) and education of preschool children with developmental speech and language disorders for 2000-2019, key trends in education have been identified. The academic paper summarizes the experience of involving parents in the treatment of children. The importance of increasing parents’ awareness concerning the peculiarities of children with developmental speech and language disorders has been identified. The effectiveness of family-centered practice in education compared to usual practice has been proven. It has been determined that the humanistic approach should include the principle of involvement of all subjects of education of children with developmental speech and language disorders. Family-centered practice is a form of humanistic approach to education, where there is a division of responsibilities and reducing the burden on preschool teachers in the upbringing and education of such children. The features of a humanistic approach to education determine the individual approach to therapy and education. This approach is complemented by differentiated and personalized approaches. It has been determined that home speech sound disorder treatment is effective due to the formation of the natural environment, which contributes to the formation of positive relationships between children developmental speech and language disorders and parents.

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Section: Literature Reviewmentioning

confidence: 99%

Humanistic approach towards education of preschool children with developmental speech and language disorders

Voitovych

Olha

Oksana

et al. 2020

revtee

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“…Children's attention/persistence was consistently related to TSE, whereas competence-motivation and learning strategies showed fewer associations to TSE. While no prior studies have examined whether children's learning behaviors predict TSE, previous findings indicate that TSE predicts children's learning behaviors (Reyes et al, 2012;Rhoad-Drogalis et al, 2018;Ross et al, 2001). In regard to attention/persistence, Rhoad-Drogalis and colleagues (2018) found that preschool children had higher levels of attention/persistence when they were enrolled in classrooms where teachers had higher TSE.…”

Section: Variability Of Teacher Self-efficacymentioning

confidence: 99%

“…The vast majority of archival research on teachers’ TSE has focused on teachers of school-age children (for a review, see Zee & Koomen, 2016), although a limited number of studies have examined ECE teachers’ TSE (Chung et al, 2005; Guo et al, 2010, 2011, 2014; Justice et al, 2008; Rhoad-Drogalis et al, 2018; Todd Brown, 2005). Overall, ECE teachers generally have moderately high-to-high TSE, which may not be surprising, given that teachers who teach younger school-age children report higher TSE than teachers of older students (Klassen & Chiu, 2010; Wolters & Daugherty, 2007).…”

Section: Self-efficacy Of Early Childhood Education (Ece) Teachersmentioning

confidence: 99%

“…Learning behaviors are important to examine in the context of inclusive ECSE classrooms, given that researchers routinely find that children with disabilities demonstrate fewer learning behaviors than children without disabilities (e.g., Rhoad-Drogalis et al, 2018; Schaefer et al, 2004). However, the relation of these learning behaviors to TSE has not been explicitly studied.…”

Section: Teacher Self-efficacy and Children’s Learning Behaviorsmentioning

confidence: 99%

“…However, the relation of these learning behaviors to TSE has not been explicitly studied. Instead, researchers have studied the inverse relation, finding that TSE positively influences school-age students’ learning behaviors, including motivation, engagement, and positive attitudes about learning (Reyes et al, 2012; Rhoad-Drogalis et al, 2018; Ross et al, 2001). It is likely that the relation between TSE and students’ learning behaviors is bidirectional, whereby students’ learning behavior may also influence TSE.…”

Section: Teacher Self-efficacy and Children’s Learning Behaviorsmentioning

confidence: 99%

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Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators

Sawyer

O’Connell

Bhaktha

et al. 2020

Topics in Early Childhood Special Education

Self Cite

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Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b) children’s characteristics, particularly disability status and learning behaviors, were associated with TSE; and (c) relations between children’s characteristics and TSE remained consistent across an academic year. Thirty-seven teachers of inclusive ECSE classrooms completed surveys to ascertain their student-specific TSE and children’s learning behaviors for 114 children. Results indicated that teachers had different levels of TSE for students in their classrooms. Children’s characteristics, particularly their attention/persistence, were related to TSE, with more relations shown between TSE and children’s characteristics at the start of the school year than at the end. Implications for teacher professional development are discussed.

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Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships

Williford

Pianta

2020

Student Engagement

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Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders

Cited by 18 publications

References 88 publications

Humanistic approach towards education of preschool children with developmental speech and language disorders

Humanistic approach towards education of preschool children with developmental speech and language disorders

Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators

Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships

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