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Activity-Based Intervention to Support Second Language Acquisition.

Yıl 2019, Cilt: 11 Sayı: 1, 43 - 51, 30.06.2019
https://doi.org/10.20489/intjecse.584468

Öz










Activity-based
intervention (ABI) is a naturalistic teaching approach used with young children
to facilitate learning and development. Several studies have been conducted on
ABI to examine effects on children; however, there is a shortage of literature
on how to use ABI to facilitate the acquisition of a second language. This
paper describes ABI, showcases studies on ABI used to enhance children’s
communication or language development, and demonstrates a model for using ABI
for second language acquisition.

Kaynakça

  • Apache, R. R. (1998). Systematic application of activity-based intervention in physical education programming for children with disabilities, Palaestra, 14, 32-37.
  • Apache, R. R. (2005). Activity-based intervention in motor skill development. Perceptual & Motor Skills, 100(3), 1011-1020.
  • Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. (2011). Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention, 33(4), 243-253.
  • Barton, E. E., & Fettig A. (2013). Parent-implemented interventions for young children with disabilities: A review of fidelity features. Journal of Early Intervention, 35, 194–219.
  • Botts, D. C., Losardo, A. S., Tillery, C. Y., & Werts, M. G. (2014). A comparison of ABI and embedded direct instruction when teaching emergent literacy skills. The Journal of Special Education, 48, 120-134.
  • Bricker, D. D., & Woods Cripe, J. J. (1992). An activity-based approach to early intervention (1st ed.). Baltimore: Brookes.
  • Bricker, D. D., with Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Brookes.
  • Caldwell, N. K., Wolery, M., Werts, M. G., & Caldwell, Y. (1996). Embedding instructive feedback into teacher-student interactions during independent seat work. Journal of Behavioral Education, 6, 459-480.
  • Chiara, L., Schuster, J. W., Bell, J. K., & Wolery, M. (1995). Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203–217.
  • Coogle, C. G., Rahn, N. L., & Ottley, J. R. (2015). Pre-service teacher use of communication strategies upon receiving immediate feedback. Grantee Submission, 32, 105-115.
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and non-target skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213-221.
  • DiCarlo, C., Banajee, M., & Buras-Stricklin, S. (2000). Embedding augmentative communication within early childhood classrooms. Young Exceptional Children, 3(3), 18-26.
  • Doyle, P. M., Schuster, J. W. & Meyer, S. (1996). Embedding extra stimuli in the task direction: Effects on learning of students with moderate mental retardation. Journal of Special Education, 29(4), 381-399.
  • Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21, 68-92.
  • Ficus, R. S., Schuster, J. W., Morse, T. E., & Collins, B. C. (2002). Teaching elementary students with cognitive disabilities food preparation skills while embedding instructive feedback in the prompt and consequence event. Education and Training in Mental Retardation and Developmental Disabilities, 37(1)55-69.
  • Friedman, M., & Woods, J. (2015). Coaching Teachers to support child communication across daily routines in early head start classrooms. Infants & Young Children: An Interdisciplinary Journal of Early Childhood Intervention, 28(4), 308-322.
  • Fox, L., & Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13, 308-327.
  • Grisham-Brown, J. L. Pretti-Frontczak, K. L., Hemmeter, M. L., & Ridgley, R. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6(1), 18-27.
  • Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing early learning standards for all children within blended preschool classrooms. Topics in Early Childhood Special Education, 29(3), 131-142.
  • Grisham-Brown, J. L., & Hemmeter, M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for children with disabilities. Young Exceptional Children, 1(3), 2-10.
  • Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2001). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10, 139-162.
  • Horn, E., Lieber, J., Li, S. M., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.
  • Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2001). Embedded learning opportunities as an instructional strategy for supporting children’s learning in inclusive programs. Young Exceptional Children Monograph Series No. 3, 59-70.
  • Johnson, C. R. B., & Losardo, A. (2016). Use of parent mediated activity-based intervention to promote joint attention and enhance social communication in a toddler with autism: An exploratory pilot study.
  • Johnson, J. J., Rahn, N. L., & Bricker, D. (2015). An activity-based approach to early intervention (4th ed.). Baltimore: Brookes.
  • Johnson, J. W., & McDonnell, J. (2004). An exploratory study of the implementation of embedded instruction by general educators with students with developmental disabilities. Education & Treatment of Children, 27(1), 46-63.
  • Karaaslan, O., Diken, I., & Mahoney, G. (2013). A randomized control study of responsive teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, 33(1), 18-27.
  • Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12, 196-206.
  • Losardo, A., & Bricker, D. D. (1994). Activity-based intervention and direct instruction: A comparison study. American Journal on Mental Retardation, 98, 744-765.
  • Macy, M. (2007). Theory and theory-driven practices of activity based intervention. Journal of Early and Intensive Behavior Intervention, 4(3), 561-585.
  • Macy, M., & Bricker, D. (2006). Practical applications for using a curriculum-based assessment to create embedded learning opportunities for young children. Young Exceptional Children, 9(3), 12-21.
  • Macy, M., & Bricker, D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development and Care, 177(2), 107-120.
  • Macy, M., Sharp, H. L., & Chan, R. J. (2006). Activity-based intervention for young children with autism. Autism News, 3(1), 12-14.
  • Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19, 203-216.
  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23(1), 5-17.
  • McDonnell, J., Johnson, J. W., Polychronis, S., & Riesen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(4), 363-377.
  • McDonnell, J., Johnson, J. W., Polychronis, S., Riesen, T., Jameson, M., & Kercher, K. (2006). Comparison of one-to-one embedded instruction in general education classes with small group instruction in special education classes. Education and Training in Developmental Disabilities, 41(2), 125-138.
  • Noh, J., Allen, D., & Squires, J. (2009). Use of embedded learning opportunities within daily routines by early intervention/early childhood special education teachers. International Journal of Special Education, 24, 1-10.
  • Novick, R. (1993). Activity-based intervention and developmentally appropriate practice: Points of convergence. Topics in Early Childhood Special Education, 13, 403-417.
  • Ottley, J. R., & Hanline, M. F. (2014). Bug-in-ear coaching: Impacts on early childhood educators' practices and associations with toddlers' expressive communication. Journal of Early Intervention, 36(2), 90-110.
  • Ozen, A., & Ergenekon, Y. (2011). Activity-based intervention practices in special education. Educational Sciences: Theory and Practice, 11(1), 359-362.
  • Peck, C. A., Killen, C. C., & Baumgart, D. (1989). Increasing implementation of special education instruction in mainstream preschool: Direct and generalized effects of nondirective consultation. Journal of Applied Behavior Analysis, 22, 197-210.
  • Pretti-Frontczak, K. L., & Bricker, D. D. (2001). Use of the embedding strategy by early childhood education and early childhood special education teachers. Infant and Toddler Intervention: The Transdisciplinary Journal, 11(2), 111-128.
  • Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the quality of Individualized Education Plan (IEP) goals and objectives. Journal of Early Intervention, 23(2), 92-105.
  • Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention (3rd ed.). Baltimore: Brookes.
  • Pretti-Frontczak, K., Barr, D., Macy, M., & Carter, A. (2003). Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: An annotated bibliography. Topics in Early Childhood Special Education, 23, 29-39.
  • Roberts, M. Y., & Kaiser A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180–199.
  • Roberts, M. Y., & Kaiser A. P. (2012). Assessing the effects of a parent implemented language intervention for children with language impairments using empirical benchmarks: A pilot study. Journal of Speech, Language, and Hearing Research, 55, 1655–1670.
  • Roberts M. Y., Kaiser A. P., Wolfe C., Bryant J., Spidalieri A. (2014). The effects of the Teach-Model-Coach-Review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 57, 1851–1869.
  • Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998). Translating research on naturalistic instruction into practice. Journal of Early Intervention, 21, 283-293.
  • Schepis, M. M., Reid, D. H., Ownbey, J. & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34(3), 313-328.
  • Schwartz, I. S., Anderson, S. R., & Halle, J. W. (1989). Training teachers to use naturalistic time-delay: Effects on teacher behavior and on the language use of students. Journal for the Association for Persons with Severe Handicaps, 14(1), 48-57.
  • Schwartz, I. S., Carta, J., & Grant, S. (1996) Examining the use of recommended language intervention practices in early childhood education classrooms. Topics in Early Childhood Special Education, 16(2), 251-272.
  • Sewell, T. J., Collins, B. C., Hemmeter, M.L., & Schuster, J. W. (1998). Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21, 132-145.
  • Sigafoos, J., Roberts, D., Kerr, M., Couzens, D., & Baglioni, A. J. (1994). Opportunities for communication in classrooms serving children with developmental disabilities. Journal of Autism and Developmental Disorders, 24(3), 259-279.
  • Snyder, P. A., Rakap, S., Hemmeter, M. L., McLaughlin, T. W., Sandall, S., & McLean, M. E. (2015). Naturalistic instructional approaches in early learning. Journal of Early Intervention, 37(1), 69-97. Squires, J. K., & Bricker, D. D. (2007). An activity-based approach to developing young children’s social and emotional competence. Baltimore: Brookes.
  • Stowitschek, J. J., Laitinen, R., & Prather, T. (1999). Embedding early self-determination opportunities in curriculum for youth with developmental disabilities using natural teaching incidents. The Journal for Vocational Special Needs Education, 21(2), 15-26.
  • Tate, T. L., Thompson, R. H., & McKercher, P. M. (2005). Training teachers in an infant classroom to use embedded teaching strategies. Education and Treatment of Children, 28(3), 206-221.
  • Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277-294.
  • Warren, S. F. (1992) Facilitating basis vocabulary acquisition with milieu teaching procedures. Journal of Early Intervention, 16(3), 235-251.
  • Werts, M. G., & Losardo, A. (2006, February). ABI and DI: Looking for the salient features. Poster presented at the Conference on Research and Innovation for Early Intervention, San Diego, CA.
  • Wolery, M., Anthony, L., Snyder, E. D., Werts, M. G., & Katzenmeyer, J. (1997). Training elementary teachers to embed instruction during classroom activities. Education and Treatment of Children, 20, 40-58.
  • Woods Cripe, J., & Venn, M. (1997). Family-guided routines for early intervention services. Young Exceptional Children, 1(1), 18-26.
  • Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26, 175-193.
  • Wright, C. A., & Kaiser, A. P. (2017). Teaching parents enhanced milieu teaching with words and signs using the teach-model-coach-review model. Topics in Early Childhood Special Education, 36(4), 192-204.
Yıl 2019, Cilt: 11 Sayı: 1, 43 - 51, 30.06.2019
https://doi.org/10.20489/intjecse.584468

Öz

Kaynakça

  • Apache, R. R. (1998). Systematic application of activity-based intervention in physical education programming for children with disabilities, Palaestra, 14, 32-37.
  • Apache, R. R. (2005). Activity-based intervention in motor skill development. Perceptual & Motor Skills, 100(3), 1011-1020.
  • Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. (2011). Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention, 33(4), 243-253.
  • Barton, E. E., & Fettig A. (2013). Parent-implemented interventions for young children with disabilities: A review of fidelity features. Journal of Early Intervention, 35, 194–219.
  • Botts, D. C., Losardo, A. S., Tillery, C. Y., & Werts, M. G. (2014). A comparison of ABI and embedded direct instruction when teaching emergent literacy skills. The Journal of Special Education, 48, 120-134.
  • Bricker, D. D., & Woods Cripe, J. J. (1992). An activity-based approach to early intervention (1st ed.). Baltimore: Brookes.
  • Bricker, D. D., with Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Brookes.
  • Caldwell, N. K., Wolery, M., Werts, M. G., & Caldwell, Y. (1996). Embedding instructive feedback into teacher-student interactions during independent seat work. Journal of Behavioral Education, 6, 459-480.
  • Chiara, L., Schuster, J. W., Bell, J. K., & Wolery, M. (1995). Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203–217.
  • Coogle, C. G., Rahn, N. L., & Ottley, J. R. (2015). Pre-service teacher use of communication strategies upon receiving immediate feedback. Grantee Submission, 32, 105-115.
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and non-target skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213-221.
  • DiCarlo, C., Banajee, M., & Buras-Stricklin, S. (2000). Embedding augmentative communication within early childhood classrooms. Young Exceptional Children, 3(3), 18-26.
  • Doyle, P. M., Schuster, J. W. & Meyer, S. (1996). Embedding extra stimuli in the task direction: Effects on learning of students with moderate mental retardation. Journal of Special Education, 29(4), 381-399.
  • Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21, 68-92.
  • Ficus, R. S., Schuster, J. W., Morse, T. E., & Collins, B. C. (2002). Teaching elementary students with cognitive disabilities food preparation skills while embedding instructive feedback in the prompt and consequence event. Education and Training in Mental Retardation and Developmental Disabilities, 37(1)55-69.
  • Friedman, M., & Woods, J. (2015). Coaching Teachers to support child communication across daily routines in early head start classrooms. Infants & Young Children: An Interdisciplinary Journal of Early Childhood Intervention, 28(4), 308-322.
  • Fox, L., & Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13, 308-327.
  • Grisham-Brown, J. L. Pretti-Frontczak, K. L., Hemmeter, M. L., & Ridgley, R. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6(1), 18-27.
  • Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing early learning standards for all children within blended preschool classrooms. Topics in Early Childhood Special Education, 29(3), 131-142.
  • Grisham-Brown, J. L., & Hemmeter, M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for children with disabilities. Young Exceptional Children, 1(3), 2-10.
  • Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2001). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10, 139-162.
  • Horn, E., Lieber, J., Li, S. M., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.
  • Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2001). Embedded learning opportunities as an instructional strategy for supporting children’s learning in inclusive programs. Young Exceptional Children Monograph Series No. 3, 59-70.
  • Johnson, C. R. B., & Losardo, A. (2016). Use of parent mediated activity-based intervention to promote joint attention and enhance social communication in a toddler with autism: An exploratory pilot study.
  • Johnson, J. J., Rahn, N. L., & Bricker, D. (2015). An activity-based approach to early intervention (4th ed.). Baltimore: Brookes.
  • Johnson, J. W., & McDonnell, J. (2004). An exploratory study of the implementation of embedded instruction by general educators with students with developmental disabilities. Education & Treatment of Children, 27(1), 46-63.
  • Karaaslan, O., Diken, I., & Mahoney, G. (2013). A randomized control study of responsive teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, 33(1), 18-27.
  • Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12, 196-206.
  • Losardo, A., & Bricker, D. D. (1994). Activity-based intervention and direct instruction: A comparison study. American Journal on Mental Retardation, 98, 744-765.
  • Macy, M. (2007). Theory and theory-driven practices of activity based intervention. Journal of Early and Intensive Behavior Intervention, 4(3), 561-585.
  • Macy, M., & Bricker, D. (2006). Practical applications for using a curriculum-based assessment to create embedded learning opportunities for young children. Young Exceptional Children, 9(3), 12-21.
  • Macy, M., & Bricker, D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development and Care, 177(2), 107-120.
  • Macy, M., Sharp, H. L., & Chan, R. J. (2006). Activity-based intervention for young children with autism. Autism News, 3(1), 12-14.
  • Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19, 203-216.
  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23(1), 5-17.
  • McDonnell, J., Johnson, J. W., Polychronis, S., & Riesen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(4), 363-377.
  • McDonnell, J., Johnson, J. W., Polychronis, S., Riesen, T., Jameson, M., & Kercher, K. (2006). Comparison of one-to-one embedded instruction in general education classes with small group instruction in special education classes. Education and Training in Developmental Disabilities, 41(2), 125-138.
  • Noh, J., Allen, D., & Squires, J. (2009). Use of embedded learning opportunities within daily routines by early intervention/early childhood special education teachers. International Journal of Special Education, 24, 1-10.
  • Novick, R. (1993). Activity-based intervention and developmentally appropriate practice: Points of convergence. Topics in Early Childhood Special Education, 13, 403-417.
  • Ottley, J. R., & Hanline, M. F. (2014). Bug-in-ear coaching: Impacts on early childhood educators' practices and associations with toddlers' expressive communication. Journal of Early Intervention, 36(2), 90-110.
  • Ozen, A., & Ergenekon, Y. (2011). Activity-based intervention practices in special education. Educational Sciences: Theory and Practice, 11(1), 359-362.
  • Peck, C. A., Killen, C. C., & Baumgart, D. (1989). Increasing implementation of special education instruction in mainstream preschool: Direct and generalized effects of nondirective consultation. Journal of Applied Behavior Analysis, 22, 197-210.
  • Pretti-Frontczak, K. L., & Bricker, D. D. (2001). Use of the embedding strategy by early childhood education and early childhood special education teachers. Infant and Toddler Intervention: The Transdisciplinary Journal, 11(2), 111-128.
  • Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the quality of Individualized Education Plan (IEP) goals and objectives. Journal of Early Intervention, 23(2), 92-105.
  • Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention (3rd ed.). Baltimore: Brookes.
  • Pretti-Frontczak, K., Barr, D., Macy, M., & Carter, A. (2003). Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: An annotated bibliography. Topics in Early Childhood Special Education, 23, 29-39.
  • Roberts, M. Y., & Kaiser A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180–199.
  • Roberts, M. Y., & Kaiser A. P. (2012). Assessing the effects of a parent implemented language intervention for children with language impairments using empirical benchmarks: A pilot study. Journal of Speech, Language, and Hearing Research, 55, 1655–1670.
  • Roberts M. Y., Kaiser A. P., Wolfe C., Bryant J., Spidalieri A. (2014). The effects of the Teach-Model-Coach-Review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 57, 1851–1869.
  • Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998). Translating research on naturalistic instruction into practice. Journal of Early Intervention, 21, 283-293.
  • Schepis, M. M., Reid, D. H., Ownbey, J. & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34(3), 313-328.
  • Schwartz, I. S., Anderson, S. R., & Halle, J. W. (1989). Training teachers to use naturalistic time-delay: Effects on teacher behavior and on the language use of students. Journal for the Association for Persons with Severe Handicaps, 14(1), 48-57.
  • Schwartz, I. S., Carta, J., & Grant, S. (1996) Examining the use of recommended language intervention practices in early childhood education classrooms. Topics in Early Childhood Special Education, 16(2), 251-272.
  • Sewell, T. J., Collins, B. C., Hemmeter, M.L., & Schuster, J. W. (1998). Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21, 132-145.
  • Sigafoos, J., Roberts, D., Kerr, M., Couzens, D., & Baglioni, A. J. (1994). Opportunities for communication in classrooms serving children with developmental disabilities. Journal of Autism and Developmental Disorders, 24(3), 259-279.
  • Snyder, P. A., Rakap, S., Hemmeter, M. L., McLaughlin, T. W., Sandall, S., & McLean, M. E. (2015). Naturalistic instructional approaches in early learning. Journal of Early Intervention, 37(1), 69-97. Squires, J. K., & Bricker, D. D. (2007). An activity-based approach to developing young children’s social and emotional competence. Baltimore: Brookes.
  • Stowitschek, J. J., Laitinen, R., & Prather, T. (1999). Embedding early self-determination opportunities in curriculum for youth with developmental disabilities using natural teaching incidents. The Journal for Vocational Special Needs Education, 21(2), 15-26.
  • Tate, T. L., Thompson, R. H., & McKercher, P. M. (2005). Training teachers in an infant classroom to use embedded teaching strategies. Education and Treatment of Children, 28(3), 206-221.
  • Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277-294.
  • Warren, S. F. (1992) Facilitating basis vocabulary acquisition with milieu teaching procedures. Journal of Early Intervention, 16(3), 235-251.
  • Werts, M. G., & Losardo, A. (2006, February). ABI and DI: Looking for the salient features. Poster presented at the Conference on Research and Innovation for Early Intervention, San Diego, CA.
  • Wolery, M., Anthony, L., Snyder, E. D., Werts, M. G., & Katzenmeyer, J. (1997). Training elementary teachers to embed instruction during classroom activities. Education and Treatment of Children, 20, 40-58.
  • Woods Cripe, J., & Venn, M. (1997). Family-guided routines for early intervention services. Young Exceptional Children, 1(1), 18-26.
  • Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26, 175-193.
  • Wright, C. A., & Kaiser, A. P. (2017). Teaching parents enhanced milieu teaching with words and signs using the teach-model-coach-review model. Topics in Early Childhood Special Education, 36(4), 192-204.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Marisa Macy Bu kişi benim 0000-0002-4676-9865

Yayımlanma Tarihi 30 Haziran 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 11 Sayı: 1

Kaynak Göster

APA Macy, M. (2019). Activity-Based Intervention to Support Second Language Acquisition. International Journal of Early Childhood Special Education, 11(1), 43-51. https://doi.org/10.20489/intjecse.584468