Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation
dc.contributor.advisor | Moore, Heather | |
dc.contributor.author | Tufford, Christina | |
dc.date.accessioned | 2017-09-06T21:42:36Z | |
dc.date.available | 2017-09-06T21:42:36Z | |
dc.date.issued | 2017-09-06 | |
dc.description.abstract | 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. 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. 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. | en_US |
dc.identifier.uri | https://hdl.handle.net/1794/22639 | |
dc.language.iso | en_US | |
dc.publisher | University of Oregon | |
dc.rights | All Rights Reserved. | |
dc.subject | Cross-disciplinary | en_US |
dc.subject | Early childhood special education | en_US |
dc.subject | Early intervention | en_US |
dc.subject | Naturalistic communication interventions | en_US |
dc.subject | Personnel preparation | en_US |
dc.subject | Speech-language pathology | en_US |
dc.title | Language and Play Everyday: Promoting Early Language Development Through Cross-Disciplinary Personnel Preparation | |
dc.type | Electronic Thesis or Dissertation | |
thesis.degree.discipline | Department of Special Education and Clinical Sciences | |
thesis.degree.grantor | University of Oregon | |
thesis.degree.level | masters | |
thesis.degree.name | M.S. |
Files
Original bundle
1 - 1 of 1
Loading...
- Name:
- Tufford_oregon_0171N_11828.pdf
- Size:
- 8.59 MB
- Format:
- Adobe Portable Document Format