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Branch_Dissertation_final.pdf (1.39 MB)

ETD Abstract Container

Abstract Header

Effects of Teacher Facilitation and Child-Interest Materials on the Engagement of Preschool Children with Disabilities

Branch, Jessica Marie
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492896085780957

Abstract Details

2017, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Special Education.
Often children with disabilities have difficulty engaging in tasks and may display off-task behaviors. Children learn best when they are interested in a topic. This generalized learning is more meaningful than memorization of facts (McWilliam & Casey, 2008). When engagement time is increased, children often display higher cognitive skills and more appropriate social and behavioral skills (McWilliam & Casey, 2008). The use of naturalistic interventions and child initiated activities have been shown to improve children’s level of engagement. This study determined how the duration and level of engagement was affected when teachers paired interest materials in the dramatic play center with teacher facilitation, defined as priming using nonfiction literature, implementing topic-related play materials, and suggesting how to play in the center. Three preschool children with speech and language disabilities along with their teachers from three classrooms participated. The children’s interests were determined by parent interviews, interest inventories, and systematic classroom observations. The early childhood teachers provided facilitation by reading a nonfiction book about the child’s topic of interest, embedding related play materials, and suggesting how children should take on play roles in the dramatic play center. The children’s time on task and engagement levels were measured. A multiple baseline design was used across the three classrooms to determine the effectiveness of the intervention.
Laurie Dinnebeil (Committee Chair)
Joan Kaderavek (Committee Member)
William McInerney (Committee Member)
Ruslan Slutsky (Committee Member)
128 p.
Early Childhood Education; Education; Special Education
engagement; child-initiated; dramatic play; time-on-task; pretend play; preschool; disabilities; specific language impairment; teacher facilitation; system of least prompts; child-interest; interest

Recommended Citations

Citations

  • Branch, J. M. (2017). Effects of Teacher Facilitation and Child-Interest Materials on the Engagement of Preschool Children with Disabilities [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492896085780957

    APA Style (7th edition)

  • Branch, Jessica. Effects of Teacher Facilitation and Child-Interest Materials on the Engagement of Preschool Children with Disabilities . 2017. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492896085780957.

    MLA Style (8th edition)

  • Branch, Jessica. "Effects of Teacher Facilitation and Child-Interest Materials on the Engagement of Preschool Children with Disabilities ." Doctoral dissertation, University of Toledo, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492896085780957

    Chicago Manual of Style (17th edition)

toledo1492896085780957
517
© 2017, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.