Building Effective School-Family-Community Partnerships Through Community Dialogues; and Super Friends, Super Readers! Engaging community to support young children\u27s social emotional development

Super Friends, Super Readers! guides children through interactive shared reading sessions by using dialogic reading techniques that aim to support the development of social emotional skills. In a separate project, UMass Boston and the YWMC offered a series of community dialogues among a diverse group of parents and educators to instill a greater sense of trust and overcome unintentional racial divides that have impeded effective parent engagement and student achievement

Group Parent Training and Collaboration on Functional-Assessment Based Intervention in Reducing Children's Challenging Behaviors

103 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.This study examined the effects of group parent training on children's challenging behaviors in home settings. Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series (ITS) Design was used to examine the effects of large group training by comparing parent and child behaviors prior to intervention with behaviors after the intervention. Data was analyzed using Repeated Measures ANOVA. The results indicated that group training increased parents' implement FA based strategies and these strategies result in a significant reduction in children's challenging behaviors. Furthermore, parents' implementation of FA based strategies and children's low level of challenging behaviors maintained after the completion of the intervention.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Exploratory Study of Group Training

This study examined the effects of group parent training on children's challenging behaviors in home settings. Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the strengths and needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series Design was used to examine the effects of large group training by comparing parent and child behaviors prior to intervention with behaviors after the intervention. Data were analyzed using Repeated Measures ANOVA. The results indicated that group training increased parents' ability to implement functional assessment based strategies and these strategies resulted in a significant reduction in children's challenging behaviors. Furthermore, parent implementation of functional assessment based strategies and children's decreased levels of challenging behaviors were maintained after the completion of the intervention

Culturally relevant dialogic reading curriculum for counselors: Supporting literacy and social-emotional development

Social-emotional learning (SEL) and literacy skills are key components of child development. School counselors are charged with supporting children’s holistic development to prepare them for adulthood by implementing counseling curricula that focus on both academic and social-emotional growth. School counselors can promote academic and literacy learning by engaging children in counseling techniques that employ shared reading. Through reading and discussing socially and culturally meaningful texts, children make personal connections with characters in stories, thereby strengthening a love for reading. Creating personal connections to stories also helps develop children’s SEL. This article describes using dialogic reading as a culturally relevant counseling practice to promote SEL and support literacy development for kindergarten through third grade children. Dialogic reading is a shared reading strategy that positions children as active participants in adult-guided book reading and builds literacy and social-emotional skills. The dialogic reading curriculum described in this article is designed for school counselors given their unique skill set in promoting children’s SEL and academic development. There are limited interventions available for school counselors that combine SEL and literacy skill development through culturally responsive practices. Implications of infusing culturally relevant dialogic reading in counseling to promote SEL and literacy learning are described

sj-docx-2-jei-10.1177_10538151231200777 – Supplemental material for Virtual Practitioner Training and Coaching of a Triadic Approach in Early Intervention: A Mixed-Methods Investigation

Supplemental material, sj-docx-2-jei-10.1177_10538151231200777 for Virtual Practitioner Training and Coaching of a Triadic Approach in Early Intervention: A Mixed-Methods Investigation by Shawna G. Harbin, Angel Fettig and Elizabeth M. Kelly in Journal of Early Intervention</p

sj-docx-1-jei-10.1177_10538151231200777 – Supplemental material for Virtual Practitioner Training and Coaching of a Triadic Approach in Early Intervention: A Mixed-Methods Investigation

Supplemental material, sj-docx-1-jei-10.1177_10538151231200777 for Virtual Practitioner Training and Coaching of a Triadic Approach in Early Intervention: A Mixed-Methods Investigation by Shawna G. Harbin, Angel Fettig and Elizabeth M. Kelly in Journal of Early Intervention</p

Dialogic Reading In Early Childhood Settings: A Summary Of The Evidence Base

Dialogic reading (DR) is an evidence-based practice for young children who are typically developing and at risk for developmental delays, with encouraging evidence for children with disabilities. The purpose of this review was to comprehensively evaluate the evidence base of DR across early childhood settings, with specific attention to fidelity features. We coded identified studies (n = 30) published in peer-reviewed journals on a number of variables, including participant characteristics, setting, adherence to intervention components, fidelity of training procedures, implementation fidelity, dependent variables, overall outcomes, and study rigor. Our findings indicate wide variance is present in adherence to the DR protocol despite all studies reporting use of DR. In addition, although most researchers describe training procedures, none reported fidelity of those practices. Variability was also noted in how the implementation of DR with children is monitored in research

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed