Jennifer Grisham-Brown

The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays

Previous research on the constant time delay (CTD) procedure has demonstrated the effectiveness of the procedure with students with a range of disabilities. Most research on CTD has been implemented using a didactic format. In the current study, CTD was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used. The results indicated that CTD was effective in teaching numbers to all three children. The acquisition of nontarget information by two of the three children was also tracked; one of these two children acquired the nontarget information.

Using an Embedding Strategy to Teach Preschoolers with Significant Disabilities

The purpose of this study was two-fold. First, this study analyzed the effects of using response prompting procedures within an embedded skill approach on skill acquisition by 4 preschoolers with significant disabilities. Two target skills were identified from each students IEP and taught during three preschool activities. A multiple probe across subjects design assessed the effects of the intervention. All students made progress above baseline performance. More importantly, there was consistency in performance of the target skills across at least two of the three activities for all children. Second, the reliability with which paraprofessionals in the preschool setting implemented response prompting procedures was evaluated. Data indicated that the paraprofessionals implemented the procedures with a high degree of accuracy. The impact of embedded skill instruction is addressed, as well as the impact of using non-degreed personnel to teach students with significant disabilities within inclusive preschool programs.

Writing Development over Time: Examining Preservice Teachers' Attitudes and Beliefs about Writing.

Since writing ability has been found to be a key indicator of school success and successful participation in the workplace, it is important for preservice teachers to receive effective preparation in the area of writing. Reflecting on personal writing experiences allows preservice teachers to examine their own attitudes and beliefs about writing and the effects their attitudes and beliefs may have on their pedagogical decisions in the future. This article describes the findings from two focus groups conducted with preschool and elementary preservice teachers during which participants examined their attitudes towards writing that have developed over time and their plans for future writing instruction. The following three broad themes emerged related to key influences in the development of positive and negative attitudes towards writing: (a) having writing published or showcased increases positive attitudes towards writing, (b) creative opportunities and process-oriented teaching strategies provide the most meaningful writing experiences, and (c) negative feedback from teachers adversely impacts self-confidence in writing skills and leads to negative attitudes towards writing. Three themes related to views of writing instruction and pedagogical decisions for the future also emerged from the focus groups. These were: (a) embedding writing opportunities throughout the day helps provide quality writing instruction, (b) preservice teachers who struggle with writing mechanics are hesitant about teaching these skills to their future students, and (c) preservice teachers do not agree on one specific methodology for teaching writing or the amount of time that they will teach writing in the future.

Preparing Head Start Personnel to Use a Curriculum-Based Assessment: An Innovative Practice in the "Age of Accountability".

The purpose of this investigation was to evaluate technical assistance and training of Head Start teachers and assistant teachers on the use of a contemporary curriculum-based assessment. A description of the technical assistance process used and the procedures for determining interrater agreement and assessment fidelity are presented. During the study, participating practitioners reliably scored assessment protocols and administered the curriculum-based assessment with fidelity within their classrooms.

Teaching IEP Goals an Objectives in the Context of Classroom Routines and Activities

Activities Oaria is a three-year old child with special needs. Maria’s team is composed of her parents, the classroom teacher, a speech/language pathologist, physical therapist, and an occupational therapist. The team has decided that the most appropriate placement for Maria is a community-based early childhood center that she attends four mornings per week, and where support services are provided in her classroom on a weekly basis. The Center’s philosophy embraces the principles of child-centered practices including the belief that it is important to follow the children’s lead, to allow children to initiate, and to base daily activities on the interests of the children. Additionally, the Center has adopted the &dquo;Creative Curriculum&dquo; and the &dquo;Assessment, Evaluation, and Programming System Curriculum.&dquo; The team is faced with the challenge of incorpor ating and addressing Maria’s individualized education plan (IEP) within the context of daily activities and events while adhering to the Center’s philosophy of child-centered practice and its adopted curricula.

Child Care Subsidy and Program Quality Revisited

Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings.

Instruction and Assessment: How Students with Deaf-Blindness Fare in Large-Scale Alternate Assessments

The purpose of this article is to report the results from a study examining the relationship between educational experiences for students with deaf-blindness and large-scale alternate assessment outcomes. Individualized education plans (IEPs) and instructional practices for 24 students were observed for indicators of best practices for students with deaf-blindness and severe cognitive disabilities. Results indicate that students who had greater opportunities for developing communication and social skills also had better outcomes on a statewide large-scale assessment, yet there was no relationship between assessment outcomes and the quality of a students IEP or overall instructional programming.

Multi-University Collaboration via Distance Learning To Train Rural Special Education Teachers and Related Services Personnel.

This article describes a multi-university model for delivering a course via distance learning in Kentucky. The course, Transdisciplinary Services to Students with Deafblindness and Other Multiple Disabilities, was offered through compressed video to students at three (3) universities, one (1) private college and four (4) additional sites. A lead instructor (first author) and a team of specialists from various disciplines (e.g., nursing, vision, physical therapy) taught the course. Participating students at the graduate and undergraduate levels observed team assessments, engaged in consensus building activities and developed group projects to develop their teaming skills. Evaluation data, collected at the end of the course, suggest that this format has promise for teaching courses where single institutes of higher education, particularly those in rural regions, may have limited resources. Suggestions are offered for meeting the challenges associated with this type of delivery.

Addressing Early Learning Standards for All Children Within Blended Preschool Classrooms

Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended preschool programs provided intensive instruction on individual skills that were related to a common early learning standard (i.e., prewriting). Results suggest that embedding intensive instruction during daily activities is not only effective but also efficient given the relatively short amount of time it took for children to acquire individualized skills. Future research should examine interventions that produce effective and efficient results given the constraints imposed by the schedule of publicly funded blended preschools.

Moving from Assessment Information to IFSPs: Guidelines for a Family-Centered Process.

a family receives from service coordinators, including a copy of their IFSP document, helps them know what to expect from early intervention services. The IFSP meeting and document are a vehicle for parents and professionals to partner together to target outcomes that are meaningful to the family and to develop a framework for achieving them (Blasco, 2001). If service coordinators are to establish