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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Language and Play Everyday :/
Reminder of title:	Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation.
Author:	Tufford, Christina E.
Description:	1 online resource (109 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-06.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (109 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355142969Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Language and Play Everyday : = Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation.
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245 1 0 $a Language and Play Everyday : $b Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation.
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300 $a 1 online resource (109 pages)
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500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Heather B. Moore.
502 $a Thesis (M.S.)--University of Oregon, 2017.
504 $a Includes bibliographical references
520 $a 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.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Speech therapy. $3 715798
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0460
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Oregon. $b Special Education and Clinical Sciences. $3 1186398
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10287018 $z click for full text (PQDT)