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Language and Play Everyday: Promotin...

Tufford, Christina E.

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Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation./
作者:	Tufford, Christina E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	109 p.
附註:	Source: Masters Abstracts International, Volume: 56-06.
Contained By:	Masters Abstracts International56-06(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10287018
ISBN:	9780355142969

Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation.
Tufford, Christina E.

Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 109 p.

Source: Masters Abstracts International, Volume: 56-06.

Thesis (M.S.)--University of Oregon, 2017.

Research has shown that many of the disciplines typically included on early intervention/early childhood special education (EI/ECSE) teams receive minimal to no specialized training or coursework in EI/ECSE, and/or little emphasis or opportunity for interdisciplinary collaboration and instruction (Campbell, Chiarello, Wilcox, & Milbourne, 2009; Bruder & Dunst, 2005). As such, graduate students across IDEA related disciplines need more specific instruction and supervised experiences in collaborative service delivery, and evidenced-based social- communication interventions.

ISBN: 9780355142969Subjects--Topical Terms:

518817
Early childhood education.

Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation.
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500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Heather B. Moore.
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520 $a The primary objective of this study was to examine the effectiveness of the Language and Play Everyday (LAPE) program as a model of cross-disciplinary training for graduate students in the Communication Disorders and Sciences (CDS) and Early Intervention/ Early Childhood Special Education (EIP) programs at the University of Oregon. Participants included four first-term graduate students (i.e., two from CDS; two from EIP) enrolled in the LAPE practicum during Fall 2016. Multiple outcome measures, including a pre-post competency/self-efficacy questionnaire as well as analysis of student-child interaction videos, were used to evaluate the degree to which students' knowledge and use of child language development principles, language-enhancing strategies, and overall confidence changed throughout the 11-week practicum experience.
520 $a Analysis of student-child interaction samples revealed that all students increased their use of language-enhancing strategies in group and/or individual play contexts directly following an initial LAPE training workshop, and again after an individualized coaching session. Pre-post competency and self-efficacy questionnaires indicated students made growth in both their overall confidence and knowledge of child language development and language-enhancing strategies across the 11-week practicum placement. Future recommendations include increasing opportunities for collaboration and sharing of discipline-related knowledge during training activities as well as providing continued opportunities for individualized coaching.
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