Associations Among Professional Development, Teachers’ Use of Naturalistic Language Strategies, and Preschoolers’ Functional Communication

Abstract

ABSTRACTResearch Findings: Naturalistic instruction is the intentional use of strategies embedded within typical activities of the environment to create learning opportunities for children. We used multilevel modeling to analyze data from this single-case design study that focused on improving teachers’ use of naturalistic language strategies and children’s communication through professional development with bug-in-ear coaching. Our results showed that professional development was positively associated with children’s communication during and after professional development. During generalization sessions in different types of activities, teachers’ use of the naturalistic language strategies was positively associated with children’s functional communication. We also found that children were more likely to communicate during child-led activities. Practice or Policy: Associations among professional development, teachers’ use of evidence-based strategies, and children’s outcomes have yet to be fully understood. Administrators and professional development providers should support teachers’ use of naturalistic language strategies to create equitable exposure to language-learning opportunities for all children. Moreover, professional development efforts should support teachers’ intentional use of child-led activities to embed language-learning opportunities based on children’s interests. Finally, to strengthen children’s generalization of skills across routines, professional development providers should identify methods to support teachers’ generalized use of strategies within the typical activities of the setting.