Classroom Staff Research Articles

P41 Young children's food in day care settings: a qualitative study of preschool nutrition policy and practice

ObjectivesTo explore nutrition in local day care settings in order to develop a package of interventions that will promote healthy eating in Liverpool across deprived communities.DesignQualitative—participant observation, direct observation, interviews.SettingCommunity—preschool...

Caregivers’ use of metacognitive language in child care centers: Prevalence and predictors

Abstract Use of metacognitive language by child care center staff in classrooms that serve preschool-aged children was examined. Staff's use of mental-state talk, perspective-taking talk, and activity-relevant questioning with children were coded in a series of 20-s snapshots taken over the course of one full morning per classroom. A total of 3401 snapshots were observed for 393 teachers in 103 classrooms. Staff used mental-state talk in 22% of the snapshots, activity-relevant questions in 12%, and perspective-taking talk in 3%. Structural and process predictors of staff's metacognitive language were examined for full-time staff (n = 148 in 95 classrooms) using multilevel modeling and ordinary least squares regression. Caregiver positive interaction style predicted caregivers’ engagement in all three types of language. Caregiver punitive interaction style was also a positive predictor of caregivers’ talk about others’ perspectives. In general, structural characteristics of the classroom were not significant predictors of staff's language. However, the proportion of children receiving a child care subsidy in the center negatively predicted perspective-taking discourse. Results indicate the importance of caregiver relational style in providing a more discourse-rich child care context.

A Few Good Words Using Core Vocabulary to Support Nonverbal Students

A Few Good Words Using Core Vocabulary to Support Nonverbal Students

Effects of Music Therapy on Young Children's Challenging Behaviors: A Case Study

ABSTRACT: This case study examined the effectiveness of music therapy incorporating social stories for 3 young children with challenging behaviors within a special education setting. Two problem behaviors, hitting and screaming, and one alternative behavior, asking, were targeted for intervention. Music therapy was administered within a multiple baseline across participants design with target behaviors measured during 10 minute free play sessions immediately following therapy. Visual analyses revealed that music therapy decreased problem behaviors and increased alternative behaviors for Participants 1 and 2. For the Participant 3, who exhibited few challenging behaviors during baseline, music therapy had less therapeutic effect. Maintenance probes revealed that music therapy gains continued at least 3 weeks after intervention. Results support those of previous studies demonstrating the effectiveness of music therapy targeted at specific social, communicative, and behavioral skills. Future research should target the role of classroom staff in promoting the generality of music therapy across environments. An emerging research base supports the use of music therapy to address a variety of skills for students with cognitive, communicative, and behavioral deficits (Gold, Voracek, & Wigram, 2004; Whipple, 2004; Kaplan & Steele, 2005; Stephenson, 2006). For example, researchers have examined the effectiveness of music interventions to promote learning and recall of information (Buday, 1995; Wolfe & Horn, 1993), on-task behaviors (Colwell & Murlless, 2002; Jellison & Gainer, 1995; Standley & Hughes, 1996), and communication and social skills (Edgerton, 1994; Ma, Nagler, Lee, & Cabrera, 2001; Wimpory, Chadwick, & Nash, 1995). Music interventions have shown particular promise when applied to students with challenging behaviors, such as self-injury (Durand & Mapstone, 1998) and aggression (Rickson & Watkins, 2003). Children who display challenging behaviors are at-risk for negative academic and social outcomes. High rates of problem behaviors can lead to difficulties in reading, math, and language (Nelson, Benner, Lane, & Smith, 2004) and increase the likelihood of school failure (Kauffman, 2004). There is a need for targeted strategies to increase appropriate communication and social interaction, and to reduce challenging behaviors. A survey of the literature reveals support for the application of music therapy in each of these areas. In terms of communication, Edgerton (1994) found that Nordoff-Robbins Creative Music Therapy (Nordoff & Robbins, 1977) increased the communicative responses/acts of eleven 6- to 9-year-old children with autism as administered within a reversal design. Ma, Nagler, Lee, and Cabrera (2001) also found increases in communication and interaction abilities of 6 preschool-age children in an early intervention program following group music therapy targeted at communication skills. Researchers have also focused on the effects of music therapy in supporting prosocial interactions among children with disabilities and their typical peers. Specifically, Humpal (1991) examined the effects of an integrated early childhood music program on the interactions of 15 typical preschool students and 12 students with moderate mental impairment. Posttest scores and staff reports indicated that students with and without mental impairment interacted more following program implementation. Kern and Aldridge (2006) investigated the effect of a playground-installed Music Hut, which is an outdoor music center containing a variety of instruments, on increasing positive peer interaction and meaningful play of four 3- to 5-year-old boys with autism within a multiple baseline across participants design. Results showed that while the Music Hut by itself was not effective in increasing peer interactions and meaningful play, when teachers were trained to facilitate musical interactions between students, interactions increased significantly. …

Excessive Daytime Sleep

Some children with autism have excessive daytime sleep but intervention research for this problem has not been conducted. The present study evaluated procedures with a 13 year old boy who had autism and slept for prolonged periods during the day. Classroom staff at a specialized school implemented procedures with the boy according to an ABAB experimental design. Intervention eliminated daytime sleep through a 6-month follow-up assessment. The study adds to the literature concerning sleep problems in children with autism and extends intervention to excessive daytime sleep.

Transition From Tube to Oral Feeding in the School Setting

A school-based treatment program for tube-fed children with medically complex conditions and food refusal was implemented to facilitate the children's transition to oral feeding and advance their eating skills. The program combined educational and therapeutic goals. It was implemented in a regional public school for children with hearing impairments. A team approach was used. Collaboration with the student's families, medical care providers, personal assistants, and classroom staff was maintained. Detailed case reviews are provided for 2 of the children who completed the program at age 8;1 (years;months) and 7;8 after 29 and 26 months of treatment, respectively. At the end of the program, tube feeding was discontinued; the children were feeding themselves and taking medications orally. One child was using mature eating skills to eat an unrestricted diet; the other was eating a modified diet consisting of a full nutrient drink and limited smooth and lightly textured solids. Successful transition to oral feeding and advancement of developmental eating skills were accomplished in a school setting for long-term tube-fed children with medically complex conditions. The program included collaboration with family and medical personnel as well as integrated therapeutic and educational goals.

Hand-Washing and Diapering Equipment Reduces Disease Among Children in Out-of-Home Child Care Centers

The objective of this study was to determine whether the installation of equipment for diaper-changing, hand-washing, and food preparation that is specifically designed to reduce the transmission of infectious agents would result in a decrease in the rate of diarrheal illness among children and their teachers in child care centers. Twenty-three pairs of child care centers were matched on size and star-rated license level. One member of each pair was randomly assigned to an intervention group and the other to a control group. Intervention centers received new diaper-changing, hand-washing, and food-preparation equipment, and both intervention and control centers received hygiene and sanitation training with reinforcement and follow-up as needed. Families with children in participating classrooms were called biweekly to ascertain the frequency and severity of any diarrheal illness episodes. Staff attendance was monitored, and staff hygiene and sanitation behaviors were observed and recorded monthly. Although hygiene and sanitation behaviors improved in both intervention and control centers, there was a significant difference favoring the intervention centers with respect to frequency of diarrheal illness (0.90 vs 1.58 illnesses per 100 child-days in control centers) and proportion of days ill as a result of diarrhea (4.0% vs 5.0% in control centers) among the children. Staff in those same classrooms were reported to have a significantly lower proportion of days absent as a result of any illness (0.77% in treatment centers versus 1.73% in control centers). Diapering, hand-washing, and food-preparation equipment that is specifically designed to reduce the spread of infectious agents significantly reduced diarrheal illness among the children and absence as a result of illness among staff in out-of-home child care centers.

Denying Claims of Discrimination in the Federal Court of Australia: Arguments against the Use of Native Sign Language in Education

In this article I analyze two cases that are the result of parents' complaints against education authorities for alleged indirect discrimination on the basis of their child's lack of access to instruction through Auslan in regular school settings. Although bilingual/bicultural programs for deaf students in Australia are available in some special schools and deaf facilities, the subject of complaint in these cases relates to the lack of provision of regular classroom staff members who are fluent in Auslan. Both cases were decided in favor of the complainants. Despite the parents' calls for Auslan to be used with their deaf children, the formal complaints, and attempts at conciliation, the education providers have maintained a vigorous defense (in one case also appealing the decision of the Federal Court of Australia). It is therefore of potential interest to educational researchers and sign linguists to know how the respondents argued their cases against the use of Native Sign Language (NSL) in the classroom. Legal counsel is bound to represent its clients' views; therefore, the defendants' arguments are a reflection of the views and attitudes of the education authorities whom they represent. This article provides a detailed account of their denial of the claims of discrimination. In doing so, it presents perhaps the first comprehensive account in the public domain of the way in which these authorities view NSL and their reasons for denying its use with deaf children for whom Auslan is their first or preferred language.

Using a Single-Switch Voice Output Communication Aid to Increase Social Access for Children with Severe Disabilities in Inclusive Classrooms

Three young children with severe, multiple disabilities were taught to utilize a voice output communication aid (VOCA) to request access to preferred items and/or peers during play activities. Acquisition of VOCA use resulted from a naturalistic intervention strategy that consisted of creating communication opportunities, prompting the participant to engage in the target behavior via a full physical prompt, and facilitating access to natural consequences for appropriate participant responses. Intervention occurred in the context of naturally occurring free-choice activities in inclusive classrooms. Results showed that the intervention strategy was effective in teaching all three participants to use a VOCA to request access to items and/or peers. The peers generally responded to the participants with either positive or neutral responses. Survey data on the acceptability of the intervention to classroom staff are also discussed.

Building Resilience

The context for the National School Intervention Project-Israel has been the ongoing security situation that has exposed the entire civilian population to extremely high levels of trauma. This project places itself within the framework of the resilience literature, focusing on characteristics of resilience that can be brought into the classroom and empower school staff. This article highlights the Building Resilience project, a series of teacher workshops. An initial evaluation of teachers participating in the Building Resilience project found change in knowledge, skills, and willingness to use tools learned with their students in the classroom.

Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior

Awareness of issues of social competence and challenging behavior related to childhood language an communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers' perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist's instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.

Key factors that enable the successful management of difficult behaviour in schools and classrooms

This paper argues that there are common factors in successful classroom practice with regard to managing behaviour in classrooms, and particularly when teachers successfully meet the needs of pupils with social, emotional and behavioural difficulties (SEBD). These common factors could be used to predict the success of current and future initiatives and strategies in meeting the needs of children with SEBD. The paper draws on of research undertaken at the University of Birmingham (UK) over the past ten years, as well as experience as a classroom teacher, consultant and staff development provider.

Brief report: Effects of an administrative supervisory protocol on preparation of behavior support plans at a child service setting.

Abstract We evaluated a supervisory protocol that targeted preparation of behavior support plans by administrative staff at a school for children with developmental disabilities. Using a multiple baseline design, the protocol was applied sequentially to three components of behavior support plan preparation. Intervention procedures included goal specification, action directives, and performance feedback. The administrative supervisory protocol increased and maintained proper completion of the behavior support plan components. Aspects of systems-focused change are discussed. Keywords: behavior support plans, special education administration, developmental disabilities. ********** Many children with developmental disabilities receive educational services in specialized school programs. Intensive intervention may be required when a child has seriously challenging behaviors such as aggression, property destruction, and self-injury. In such cases it is advisable to have a written behavior support plan (BSP) (Codding, Feinberg, Dunn, & Pace, 2005). The advantages of a BSP are that intervention procedures are described operationally, the conditions for implementation are specified, and responsible staff are provided a reference document. These features make it likely that care providers will apply intervention procedures accurately. A BSP should have proper clinical justification, with procedures derived from functional behavioral assessment (Drasgow & Yell, 2001). In addition, there are other elements integral to BSP preparation. For example, plans should consolidate all relevant information into a single-source document. There should be evidence that staff responsible for intervention read the BSP, and that parent consent was acquired. Monitoring these and similar components of BSP preparation is critical to ensure compliance with practice standards. Accordingly, our purpose in the present study was to evaluate the effects of a supervisory protocol on completion of BSP components by administrative staff at a school for children with developmental disabilities. The protocol included several performance enhancement strategies (Reid & Parsons, 1995) and was evaluated empirically in a multiple baseline design. Method Participants and Setting The participants were 7 administrators at a private school for children with developmental disabilities (N = 51). The administrators included the director of the school, the director of family services, and 5 program managers. These individuals were responsible for operation of the school including supervision of classroom teachers and teacher-assistants. In total, there were 8 classrooms, each comprised of a primary teacher, 2-3 teacher-assistants, and 5-7 students. Students (ages 3-14 years) attended school for 6 hours on weekdays. Measurement Twenty (20) students at the school had written behavior support plans that were being implemented at the start of the study. The dependent measures were the following three components of BSP preparation: Parent Consent. Parents were required to give informed consent for the implementation of a BSP with their child. Once a BSP was written, it was reviewed with parents and they were requested to grant verbal approval. The BSP also had an accompanying one-page informed consent form for parents' signature. Staff Sign-Off. Before implementing procedures, classroom teachers and teacher-assistants were required to read each student's BSP. The plans were contained in casebooks for each student. Each classroom staff member was expected to acknowledge reading the BSP by signing her/his name on a one-page form. Comprehensive BSP. A comprehensive BSP was considered a single written document that described all intervention procedures implemented with a student. Thus, it was expected that if a student was receiving intervention for three challenging behaviors, all respective procedures would be reflected in one document instead of three separate behavior support plans. …

An Experimental Evaluation of Positive Behavior Support in a Community Preschool Program

Although positive behavior support (PBS) has been established as an effective approach for resolving the challenging behaviors of many populations, little research has evaluated PBS with children under the age of 4 years. In addition, few studies have considered the effectiveness of PBS delivered via consultation in typical childcare and preschool settings. This study was conducted to examine the effects of PBS implemented by typical classroom staff for two 3-year-old girls in a community-based preschool accredited by the National Association for the Education of Young Children. Within the context of A-B-A-B designs, the data indicated reductions in challenging behaviors and increases in engagement for both girls in two separate group contexts. Fidelity data indicated that some components of the PBS plans were implemented but others were not. The findings support the efficacy of PBS with young children in natural settings while raising questions for future research regarding the utilization and efficiency of PBS support plans.

Weekly iron supplementation reduces anemia prevalence by 1/3 in preschool children

A weekly medication scheme, followed by nutritional guidance on diets in child-care centers, was evaluated in order to make it feasible for routine use. The study was conducted in six child-care centers in the town of Cuiabá - Brazil. The supplement (6 mg/kg) was provided on a weekly basis to all children (n=178) less than three years old during four months at the institution by the classroom staff. After this initial phase, nutritional guidance was provided regarding the child-care center's normal diet as a way to control hemoglobin levels. This is an intervention study whose individuals were examined at three different periods: at the beginning of treatment (T0); after four months of iron supplementation (T1) and after five months of nutritional guidance (T2). Hemoglobin measurements were obtained using a portable hemoglobinometer - HemoCue. A significant improvement was observed in the hemoglobin levels of anemic children after controlling for age and initial hemoglobin. The hemoglobin concentration of these children improved an average of 0.1 g/l after each dose of iron sulfate. At the end of four months there was an average gain of 1.6 g/l, and prevalence of anemia reduced by 1/3, sufficient to meet the United Nations target adopted by Brazil. At the end of nine months (four months of weekly drug intervention followed by 5 months of nutritional guidance) the prevalence of anemia dropped by 1/4 in the child-care centers. The intervention proved to be feasible for child-care centers and pre-school population.

Envolvimento de pais em creche: possibilidades e dificuldades de parceria

O envolvimento de pais com a educação das crianças, hoje no Brasil, é muito pouco investigado, seja na educação infantil ou nos outros níveis de educação. No entanto a literatura estrangeira nos aponta vários caminhos dependendo do foco da pesquisa. Neste estudo, a literatura usada foi a tipologia de Epstein (in Brandt, 1989), as esferas sobrepostas (Epstein, 1987), ambas baseadas na teoria ecológica de Bronfenbrenner (1979, 1996), e o modelo das pirâmides invertidas de Hornby (1990). O objetivo deste estudo consistiu em identificar os aspectos da relação entre a creche e os pais no que se refere à comunicação, expectativas e dificuldades de relacionamento, contribuições e as estratégias utilizadas para o envolvimento dentro da perspectiva dos pais, professoras e atendentes. Este estudo usa dados qualitativos coletados em entrevistas (questionário semi-estruturado) com 33 pais de crianças de 0 a 6 anos, 7 professores e 8 atendentes de uma creche de iniciativa voluntária. Os resultados, depois de análise feita através de categorias, mostram que a comunicação existente impossibilita a proximidade e trocas de informações. A atitude da creche para os pais é calcada numa postura de oferecimento da assistência à criança e a atitude dos pais na receptividade limitada calcada numa postura de favorecimento por estes serviços. O desconhecimento sobre as possibilidades de envolvimento exclui os pais, e delega à creche o poder de decisão sem a participação ativa da família.

Using Action Research to Develop a Research Partnership Between Virginia Commonwealth University's Head Start Program and the Department of Occupational Therapy

This article describes the development of a collaborative partnership between Virginia Commonwealth University's (VCU) Head Start program and the Department of Occupational Therapy (OT). In the service-learning component, the OT students conducted developmental screenings in Head Start centers. In the research component, focus groups were held to identify and define the need(s) that could be addressed by a collaborative research partnership. Eight focus groups were conducted with the Head Start management team, a group of family members, and the classroom staff from two child care centers (two groups were conducted with each group of stakeholders). Twenty-nine managers, family members, and classroom staff were in attendance, During the first series of focus groups, participants were asked to describe how the program identified, enrolled, and worked with children with disabilities. Participants were asked to highlight what worked and what was needed to successfully include children with disabilities in the Head Start program. This information was transcribed, coded, and separated into the 14 categories: (a) background information, (b) intake, (c) referrals, (d) screening/eligibility, (e) IEP, (f) service delivery, (g) related services, (h) mental health/behavior, (i) health concerns, (j) transition, (k) training, (l) empowering parents, (m) stories/other children, and (n) wish list. In addition, participants generated a list of recommendations. These recommendations were presented, discussed, and modified by the second series of focus groups. Four themes emerged from a reflection of all information collected: (a) training, (b) supports, (c) communication, and (d) accountability. Direct quotations from focus group participants are used to illustrate each theme.

The Effect of an Augmentative Communication Intervention on the Communication, Behavior, and Academic Program of an Adolescent with Autism

This classroom intervention describes a nonverbal and behaviorally and cognitively challenged adolescent with autism who participates in a data-based, total immersion, augmentative communication intervention. Using a natural aided language approach and picture communication boards, the student was provided with intense visual-paired-with-verbal-language input in each activity and environment of his school day. Without training or prompting, the young man's picture language receptive and expressive vocabulary increased during the intervention. In addition, his positive behaviors increased. The increases in communication and positive behaviors dramatically altered the classroom staff's perception of the student, and as a result, his curriculum and IEP were made more complex, academic, and challenging.

The Functional Analysis of Problematic Verbal behavior

This study describes procedures and outcomes in a functional analysis of problem behavior of 2 public school students. For a 13-year-old honors student, bizarre tacts (labeled as psychotic speech by school staff) were maintained by attention. For a 15-year-old with autism, the functional analysis revealed that perseverative mands for toileting were controlled by attention; mands for edible items were controlled by access to any food item; and mands for nonedible items were maintained by access to the specific item manded. The "problematic" aspects of the verbal behavior differed-the bizarre speech was problematic based on its content, but the perseverative verbalizations resulted in high response cost for classroom staff. Research in the area of problematic verbal behavior is sparse and warrants further attention from behavior analysts who work in public school settings. This research demonstrates the applicability and relevance of functionally analyzing problematic verbal behavior in public school settings.

Providing Choice Making Opportunities Within and Between Daily School Routines

The purpose of this study was to investigate the effects of providing choice making opportunities, embedded within and between daily school routine activities, on the frequency of protests and task initiations exhibited by a student with a severe intellectual disability. An ABABC single-subject design was used to evaluate the effects of choice making opportunities embedded within and between three daily routine activities. During phase A, the classroom staff directed the student's participation without providing choice making opportunities within the activities. In phase B, staff provided choice making opportunities embedded within steps of each activity. Phase C extended choice making opportunities by providing the participant with a choice between activities as well as within the steps of the activities after it was noted that the first step of beginning the activities occasioned more protests than the other steps. The results of this study replicate earlier research showing that embedded choice making opportunities within routines reduced protests and increased task initiations. The addition of choice making opportunities between activities during phase C further reduced the incidents of protests.