Translating Research on Naturalistic Instruction into Practice

Rule, Sarah; Losardo, Angela; Dinnebeil, Laurie A.; Kaiser, Ann P.; Rowland, Cynthia

doi:10.1177/105381519802100401

Cited by 59 publications

(40 citation statements)

References 30 publications

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“…SOURCE: Parten (1932 " " McCormick, 1993;Rule, Losardo, Dinnebeil, Kaiser, & Rowland, 1998;Wetherby & Woods, 2006;Wolery & Wilbert, 1994). For example, a teacher notices that a child is interested in joining other children at the sand table and thus prompts the child to approach the other children and say, "Play, please"; this teacher is using a naturalistic strategy.…”

Section: Cooperativementioning

confidence: 96%

Encouraging Peer Interactions in Preschool Classrooms: The Role of the Teacher

Stanton‐Chapman

Hadden

2011

Young Exceptional Children

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A new school year is just around the corner, and Ms. Annie is doing her usual preparations. She is setting up her classroom and planning the different activities that she will do with her children. As a veteran teacher, Ms. Annie knows how to provide an appropriate and stimulating environment that will promote the children’s growth and development. Most years, she does not worry about how things will go when preschool starts. This year, however, is a bit different. During her home visits, she met Lizzy, an extremely shy and withdrawn child. Ms. Annie learned that Lizzy has good language skills but tends to sit back and watch other children rather than play with them. Lizzy’s parents told her that one of their goals for Lizzy was to have her engage in more social interaction with her peers. Ms. Annie knows that planning interesting activities and limiting the number of children who can play in an area at a given time can go a long way to ensuring that children interact with one another, but she is not sure that this will be enough for Lizzy. Ms. Annie is a little nervous for school to start.

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Section: Cooperativementioning

confidence: 96%

Encouraging Peer Interactions in Preschool Classrooms: The Role of the Teacher

Stanton‐Chapman

Hadden

2011

Young Exceptional Children

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“…From Michael's entry into the system, to Cameron's need for effective interventions, to Isaiah's transitions, it is apparent that their parents are not integrally and appropriately involved in their children's interventions. There may be many reasons for the individual situations portrayed by the stories, yet the application of appropriate family-centered practices seem to stem from four identified areas of concern: the research-to-practice gap (Carnine, 1999;Rule, Losardo, Dinnebeil, Kaiser, & Rowland, 1998); the current status of training in early intervention (Winton, McCollum, & Catlett, 1997); the complexity of Part C service requirements (Dunst, 1999a); and, most importantly, the attitudes of those in early intervention.…”

Section: Where Are We Now?mentioning

confidence: 99%

Topics in Early Childhood Special Education

Voress

Holsker

2014

Encyclopedia of Special Education

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Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way. We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older. The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and

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“…From Michael's entry into the system, to Cameron's need for effective interventions, to Isaiah's transitions, it is apparent that their parents are not integrally and appropriately involved in their children's interventions. There may be many reasons for the individual situations portrayed by the stories, yet the application of appropriate family-centered practices seem to stem from four identified areas of concern: the researchto-practice gap (Carnine, 1999; Rule, Losardo, Dinnebeil, Kaiser, & Rowland, 1998); the current status of training in early intervention (Winton, McCollum, & Catlett, 1997); the complexity of Part C service requirements (Dunst, 1999a); and, most importantly, the attitudes of those in early intervention. Numerous problems have been cited with current research models; most notably about the translation of findings into practice (cf., Abbott, Walton, Tapia, & Greenwood, 1999;Brandtstadter, 1980;Dunst, 1989;Malouf & Schiller, 1995;Paine, Bellamy, & Wilcox, 1984;Rule et al, 1998).…”

Section: Family-centered Early Interventionmentioning

confidence: 99%

Family-Centered Early Intervention

Bruder

2000

Topics in Early Childhood Special Education

194

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The term family-centered early intervention refers to both a philosophy of care and a set of practices. Both have been used to guide research, training, and service delivery for well over a decade. Unfortunately, though, the universal adoption of family-centered values and practice in early intervention is problematic for a number of reasons. This article will discuss these reasons in the context of the current state of early intervention and provide recommendations for the new millennium.Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way.We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older.The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and when the service coordinator asked me if I had any questions, I asked, &dquo;How come the reports were so negative, and they didn't say anything positive or hopeful about Michael?&dquo; She told me that the therapists were doing their job, documenting Michael's needs. The service coordina...

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Translating Research on Naturalistic Instruction into Practice

Cited by 59 publications

References 30 publications

Encouraging Peer Interactions in Preschool Classrooms: The Role of the Teacher

Encouraging Peer Interactions in Preschool Classrooms: The Role of the Teacher

Topics in Early Childhood Special Education

Family-Centered Early Intervention

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