WPC rmUBD]FS 3j#Y3YN͊qMsyq3ϽQk=/V&#p+'__C{{߿ 86{$t]ҬeM2b [bPB +R+D7,/nmVmmp:tIS #5KAa\[462z9ZRCobsEa~FqWzfz=E.gST<_)Ho4,6"uC8Aṣ}LG1){ Q7Eڬ$^ů̺ .fĺZV#sCcZw?MΏTO+R(+]%wfrN37sP_JoMv'iU9cfB9.b2$Rꨐ\d(0b-t 02*UNC4Z#UN % 0: 0c; 1u 72 0wE 0 0F 0 0 0a 0< 0D+ 1o 72^ *w64:N] m_NvU,xU> 04Lexmark Optra N PS2 ,, 0(9 Z6Times New Roman RegularX(\$CEUS.,(;3$2#  0  .3  0  3#37=CIQYag1.a.i.(1)(a)(i)1)a)i)(O;$0  2#  a  .3  0` (#(#(b$0  0` (#(#2#   .3  0 ` (#` (#(xir$0  0` (#(#0 ` (#` (#2#(  0  )3  0 (# (#($0  0` (#(#0 ` (#` (#0 (# (#2#(  a  )3  0h(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#2#(   )3  0h(#h(#($0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#2#  0  )3  0(#(#({$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#2#  a  )3  0p(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#0p(#(#2#     )3  0p(#p(#  xGaeimquy}Bullet ListBullets Listzy- Ցn-am Files3|xU+{AZArial \  `&Times New Roman&c$""0 \!CEUS.,  _ X@XXX   hXX@TheEffectsofTrainingEarlyChildhoodEducators  toFacilitateSocialCommunicationinChildrenatRiskfor : SocialFailure  $t August2000       (y3 SocialCommunication  D Yc  Yc!"0    Socialcommunicationissynonymouswithpragmatics.It .~ referstotherulesgoverningtheuseoflanguagetoshare h  information.Yc!<݌ (#(# Ќ  Yc  Yc\"0    Socialcommunicationskillsarethesetoflinguisticornon   linguisticbehavioursthatcanbeselectedbasedoncontext N  toconveyinformationinaclear,orderly,sociallyappropriate 0  manner.Yc\w݌b(#(# Ќ  Yc  Yc"0    Weaksocialcommunicationskillsactsasabarrierto  positivesocialrelationships.Yc݌(#(# Ќ  TheConsequencesofFailureinCommunication *z Yc  Yc"0    Communicativecompetencyisstronglylinkedtosocial d acceptabilityandpopularityinpreschoolandschoolage  children.Studieshavefoundthat likedchildrenwere:Yc9݌ (#(# Ќ  Yc    Yc"0 `   moreskilledatinitiating,contingentresponding, R acknowledging,andspeakingtomorethatonepartner < simultaneously.Yc݌n ` (#` (# Ќ  Yc  Yc"0    Incontrast, dislikedchildrenwere:Yc݌!(#(# Ќ  Yc    Ycw "0 `   lessskilledatrequestingusingpoliteforms,less "" responsiveininteractions,andmorelikelytoproduce $T irrelevantremarks .Ycw ݌6% ` (#` (# Ќ  Yc  Yc "0    AccordingtoGallagher,keystopeeracceptabilityinclude h&! abilityto:Yc ݌'"(#(# Ќ  Yc    Yc "0 `   InitiateconversationYc ݌($$` (#` (# Ќ  Yc    YcU "0 `   AskquestionseffectivelyYcU | ݌*V%` (#` (# Ќ  Yc    Yc"0 `   ContributetoconversationeffectivelyYc-݌8+& ` (#` (# Ќ  Yc    Yc"0 `   CommunicateintentionsclearlyYc݌j,'!` (#` (# Ќ     -(" _ ConsequencesofSocialDifficulties  Yc  Yc"0    LoweducationalachievementYc݌:(#(# Ќ  Yc  Yc"0    HigherriskofsubstanceabusedisorderYc݌$t(#(# Ќ  Yc  YcC"0    HigherriskofadultcriminalityYcC^݌V(#(# Ќ  EarlyIntervention    Yc  Yc"0    Outcomesofearlyinterventionprogramswithchildrenatrisk  D forpoordevelopment:Yc8݌&v(#(# Ќ  Yc    Yc"0 `   reduceriskofloweducationalachievement,welfare X  dependence,andadultcriminalityYc7݌ ` (#` (# Ќ  Yc  Yc"0    ProgramVariablesinfluencingoutcome:Yc,݌ (#(# Ќ  Yc    Yc"0 `   ageofonsetofinterventionYc݌> ` (#` (# Ќ  Yc    Ycw"0 `   caregiverparticipationYcw݌ p ` (#` (# Ќ  CaregiverTraining  Yc  YcR"0    PotentialBenefitsofTrainingCaregivers:YcRm݌H(#(# Ќ  Yc    Yc "0 `   increasethefrequencyofinterventionYc 2݌2` (#` (# Ќ  Yc    Yc"0 `   mayenhancegeneralizationYc݌d` (#` (# Ќ  Yc    Yc{"0 `   facilitateeffectivesocialcommunicationinallchildrenYc{݌` (#` (# Ќ  Yc  YcL"0    FactorsInfluencingOutcomeofCaregiverMediated  Intervention:YcLg݌J(#(# Ќ  Yc    Yc+"0 `   TypeofinterventionandchildcharacteristicsYc+R݌,|` (#` (# Ќ  Yc    Yc"0 `   Extenttowhichinterventionisimplementedby ^  caregivers Yc݌!` (#` (# Ќ  PurposeandMotivation ,'! Ї Investigatetheshorttermeffectsoftrainingearlychildhood  educatorstoenhancethesocialcommunicationofchildrenatrisk 2 forsocialfailure. d Thiswasmotivatedbythebeliefsthat: F Yc  Yc"0    TechnologyusedbySpeechLanguagePathologiststo x  enhancelanguageskillsandsocialcommunicationcanbe   effectivelyappliedtochildrenwithweakcommunication  , skills.Yc:݌^(#(# Ќ  Yc  Yc"0    MediationthroughECEsindaycaresettingswaspossible.Yc݌@ (#(# Ќ  Subjects    Yc  Ycy"0    Subjectswereselectedfromachildcarecentrewithinthe 6  CommunityActionProgramforChildrenYcy݌h (#(# Ќ  Yc  Ycx"0    Teachersselectedsubjectsbasedonthefollowingauthor J designedscreeningchecklist:Ycx݌|(#(# Ќ  Doesthechildhavedifficulty..... 0    `     h      p No0  0 (#(#Yesb (# (#  (#3y "3"  3!2#  1  .3  0    Understandingothers0(#(#0(#(#0p(#(# 0p(#p(#0 (#(# 3!!݌D (# (# Ќ  "3"  3#2#  2  .3  0    Expressinghimself/herself0(#(#0p(#(#0p(#p(#0 (#(#3#I#݌v (# (# Ќ  "3"  3W$2#  3  .3  0    Respondingtocommunication0p(#(#0p(#p(#0 (#(#3W$$݌ (# (# Ќ  "3"  3%2#  4  .3  0    Initiatingcommunication0(#(#0(#(#0p(#(#0p(#p(#0 (#(#3%%݌* (# (# Ќ  "3"  3&2#  5  .3  0    Carryingonaconversation0(#(#0p(#(#0p(#p(#0 (#(#3&&݌ \ (# (# Ќ  "3"  3(2#  6  .3  0    Playingwithotherchildren0(#(#0p(#(#0p(#p(#0 (#(#3(4(݌>  (# (# Ќ  SubjectCharacteristics "  Yc  Ycv)"0    11subjectsYcv))݌#,(#(# Ќ  Yc  Yc*"0    Age:3;95;11Yc*(*݌%^ (#(# Ќ  Yc  Yc*"0    Gender:5boys,6girlsYc**݌@&!(#(# Ќ  Yc  YcK+"0    Numberofmonthsattendingthischildcarecentre:518YcK+f+݌r'"(#(# Ќ  Yc  Yc,"0    Socialcommunicationdifficulties:variedYc,(,݌(#(#(# Ќ  Yc  Yc,"0    Languagestatus:variedYc,,݌)&%(#(# Ќ  Setting +X&   Largedaycarehousedinapublicschool.Thedaycarewas B,'! organizedintocentresandstaffwereinteractivewiththechildren. t-("  AssessmentMaterials  $t Yc  Yc_."0    PreschoolLanguageScale3(PLS3)Yc_.z.݌^(#(# Ќ  Yc  Yc/"0    VinelandAdaptiveBehaviourScalesSurveyForm(VABS)Yc/-/݌ (#(# Ќ  Yc  Yc/"0    DailyLivingQuestionnaireforTeachingPersonnel(DLQT)Yc//݌ (#(# Ќ  Yc  Yc0"0    ThePragmaticsProfileofEarlyCommunicationSkills  @ (PragmaticProfile)Yc00݌ p(#(# Ќ  Yc  Yc1"0    AssessmentofPeerRelations(APR)Yc11݌P (#(# Ќ   E.C.E.TrainingProgram    16weekProgramwith6ECEstrained  D  Yc  Yc2"0    Phase1:InformationbasedYc22݌`(#(# Ќ  Yc  YcK3"0    Phase2:CollaborativeProblemSolvingYcK3i3݌(#(# Ќ  Phase1 V  1.GeneralConceptsandMilestones(Sessions1and2) 8 Yc  Ycs4"0    Whatisthedifferencebetweenspeech,language,and r communication?Ycs44݌(#(# Ќ  Yc  YcY5"0    Whatisreceptivelanguage?Whatisexpressivelanguage?YcY5t5݌.(#(# Ќ  Yc  Yc6"0    Whataresomeimportantmilestonesinspeech,language, ` andcommunicationdevelopmentthatareachievedinthe B preschoolperiod?Yc686݌t (#(# Ќ  Yc  YcQ7"0    Generalprinciplesforencouragingreceptiveandexpressive ! languageskillsinpreschoolchildrenYcQ7l7݌"((#(# Ќ  2.PeerInteractionsandPlay(Sessions3&4) <%  Yc  Yc8"0    Relationshipbetweenlanguageskillsandsocialskills v&! developmentYc88݌'#(#(# Ќ  Yc  Yc~9"0    Thedifferenttypesofplayandtheirdevelopmental (2$ progressionYc~99݌*d%(#(# Ќ  Yc  Yc]:"0    Developmentofpeerinteractionsfrominfancyto F+&  kindergartenYc]:x:݌x,'!(#(# Ќ  Yc  Yc:;"0    IllustrativevideotapesfromtheGuralnickProgramYc:;U;݌-("(#(# Ќ     `    3.MakingFriendsGuralnickMaterial(Sessions5&6) 2 (Guralnick,1992;Guralnick,1992) l  Yc  Yc<"0    ParticipationYc<<݌V(#(# Ќ  Yc  YcK="0    InitiationYcK=f=݌ (#(# Ќ  Yc  Yc="0    ResponsivenessYc==݌ (#(# Ќ  Yc  Yc{>"0    SharedUnderstandingYc{>>݌ <(#(# Ќ  Toallowforgroupinteractionincluding: n a)peerentrygroup,b)maintainingplay,c)conflictresolution P  Phase2   Yc  Yc?"0    Goalsandstrategies were collaborative generatedfor 6  eachchildbytheSLPandtheECEYc??݌ p (#(# Ќ  Yc  Yc@"0    Handoverhand workwiththeECEsintheclassroomYc@@݌R(#(# Ќ  Yc  YcA"0    DiscussionoftheseskillsandhowECEscanmanipulatethe  environmenttofosterthemwascarriedoutineachsession.YcAA݌(#(# Ќ  PrePostonOutcomeMeasures "r Yc  YcB"0    GroupResults YcBB݌\(#(# Ќ  Yc    YcC"0 `   WilcoxonSignedRankstestofsignificanceYcCC݌` (#` (# Ќ  Yc  YcGD"0    IndividualResults:MeaningfulChangeYcGDbD݌ (#(# Ќ  Yc    YcD"0 `   halfofastandarddeviationfrompretoposttraining R assessment(basedonthenormativesampleforthe 4 VinelandAdaptiveBehaviourScales,andbasedona f  calculatedstandarddeviationforthegroupontheAPR ! andDLQTP)YcDE݌"` (#` (# Ќ     `   -(" ЇGroupResults   Yc  UKCE.,ԀYc-G"0    CommunicationandSocializationDomainsofthe VABS and : allsubsectionsandthetotal DLQTP were not significant, $t indicatingthatnosignificantgroupimprovementoccurredon ^ thesemeasures.Yc-G[G݌ (#(# Ќ  Yc  ݀YcH"0    ݀Onthe APR ,onlythe EmotionalRegulation section   exhibited significant groupimprovement(p=0.03).YcHI݌ L(#(# Ќ  Yc  ݀YcJ"0    Thegreatestevidenceofgroupimprovementcamefromthe 6  PragmaticsProfile ,onwhich significant improvement h  occurredonallsections,including Communicative   Intentions (p=0.02), ResponsetoCommunication YcJ"J݌, (#(# Ќ  ݀0  (p=0.006),and InteractionandConversation (p=0.02)CE.,UK.,HGf (#(#  IndividualResults  Yc  YcmL"0    Individualresultswereanalyzedintermsofthegoalsand   strategiesoutlinedinPhase2YcmLL݌F(#(# Ќ  Yc  YciM"0    Interviewquestionsspecifictothesocialcommunicative (x difficultiesforeachchildwereinvestigatedtodetermineif Z progressingoalareaswasmadeYciMM݌(#(# Ќ  Yc  YcN"0    10outof11childrenimprovedinatleastonearea  relatedtotheirgoalsYcNN݌H(#(# Ќ  Summary l  Yc  YcO"0    Inashortperiodoftime,ECEs,throughcollaborationwithan   SLP,wereabletoputthesechildrenonthepathtobetter !( socialcommunication.YcOO݌ #Z(#(# Ќ  Yc  YcQ"0    However,manyprogramshavebeensuccessfulintheshort <$ term.Itisthegeneralizationtonewsituationsandnew n%  behavioursthatisthetruegaugeofaprogramssuccess. YcQQ݌&!(#(# Ќ  _ , (! CompanionStudy   USCE.,Comparisonofprepostvideotapedandcodedteachers : interactionswiththechildrenfoundasignificantincreaseinthe l useofthestrategiesdevelopedinthecollaborativeproblem N solvingphaseofthistrainingprogram Rr  h.# h  RrS#CE.,US.,R    ImplicationsandRecommendations and FutureDirections   < Yc  YcT"0    ReplicationYcTT݌&v(#(# Ќ  Yc  YcHU"0    LongtermfollowupYcHUcU݌X (#(# Ќ  Yc  YcU"0    ExpansionandimprovementofoutcomemeasuresYcUV݌ (#(# Ќ  Yc  YcV"0    DevelopmentofvalidexperimentalcontrolYcVV݌ (#(# Ќ  Yc  YcVW"0    IncreasehandoverhandinstructionintheclassroomYcVWqW݌> (#(# Ќ  Challenges R Yc  Yc?X"0    ExplainingwhyanSLPwoulddothisandwhatanSLP  wouldhavetoofferYc?XZX݌(#(# Ќ  Yc  Yc)Y"0    DevelopingtrustbetweentheSLPand_ECEs_Yc)YDY݌H(#(# Ќ  Yc  YcY"0    LabourintensityYcYZ݌*z(#(# Ќ  Yc  YcZ"0    ExtraneousvariablesYcZZ݌ \(#(# Ќ  __