Abstract

Supporting language skills for children who evidence delays in preschool is an important area of focus for school-age reading outcomes. Two preschool teachers were trained to implement a play-based language intervention, Enhanced Milieu Teaching (EMT), with children from low-income households with delayed language skills. A multiple-baseline single case design study was implemented to measure the effects of coaching and data-based feedback on teachers’ use of EMT practices. One teacher reached criterion levels on all three behaviors, while the second was unable to reach criterion levels on all behaviors due to absences and the end of the school year. Teachers’ use of EMT strategies generalized to lesser extents to uncoached sessions.

摘要

支持证明学龄前延迟的儿童的语言技能是学龄阅读成果的一个重要关注领域。两名学前班教师接受了培训，以实施基于游戏的语言干预，即增强环境教学 (EMT)，针对语言技能延迟的低收入家庭儿童。实施了一项多基线单一案例设计研究，以衡量辅导和基于数据的反馈对教师使用 EMT 实践的影响。一位老师在所有三种行为上都达到了标准水平，而第二位由于缺席和学年结束而无法在所有行为上达到标准水平。教师对 EMT 策略的使用在较小程度上普遍适用于未经指导的课程。