Models of naturalist intervention and children’s language: approach for an inclusive education
Main Article Content
Keywords
Naturalistic intervention, Childhood, Language, Children's Classroom
Abstract
From psychology in education, various investigations have been developed aimed at explaining the teaching and learning processes in different educational contexts, through the use of teaching models that serve as support to enhance meaningful learning. The present study aims to identify the theoretical elements that constitute naturalistic intervention models, understood as a strategy to help parents and teachers to promote language development in natural contexts, such as family or school. A systematic review of different investigations associated with naturalistic models was carried out, which will identify relevant characteristics and aspects to promote the development of educational proposals that are at the service of early childhood education.
References
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Casey, A. M., y McWilliam, R. A. (2008). Graphical feedback to increase teachers’ use of incidental teaching. Journal of Early Intervention, 30, 69-71. 9.
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Girolamentto, L. (1988). Omproving the social – conversational skills of developmentally delayed children: An intervention study. Journal of Speech and Hearing Disorders, 53, 156 – 167. 14.
Goldestein, H. y Kaczmarek, Hepting, N. H. (1996). Indicators of quality in communication intervention. In S. L. Odom y M. E. McLean (Eds.), Early Intervention/Early Childhood Special Education Recommended Practices. 197 – 221. Austin, TX: Pro-Ed. 15.
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McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons with Severe Handicaps, 24 (3), 133-146. 26.
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Monfort, M., & Juárez, A. (1996). El niño que habla: El lenguaje oral en el preescolar, 6ª edición (The speaking child: oral language in pre-school). Madrid: CEPE. 29.
Moyer, L. (2010). The Impact of Graphical Feedback on Teachers’ Frequency of Use of Incidental Teaching: A Dissertation Presented for the Doctor of Leadership and Learning Degree. The University of Tennessee, Chattanooga. 30.
Nelson, K. E. (1989). Strategies for first language teaching. En M. Rice y R. L. Schiefelbusch (Eds.) The teachability of language, 263 – 310. Baltimore: Brookes. 31.
Noonan, M. J., y McCormick, L. (2006). Young children with disabilities in natural environments: Methods and procedures. Baltimore: Brookes. 32.
Roberts, J. E., Bailey, D. B. y Nychka, H. B. (1991). Teachers´use of strategies to facilitate the communication of preschool children with disabilities. Journal of Early Intervention, 15, 358 – 376. 33.
Scattone, D. (2007). Social skills interventions for children autism. Psychology in the Schools.
Smith, J. (1999). Teachers’ use of naturalistic intervention practices to facilitate communication and language development in young children with disabilities. Doctoral dissertation, Vanderbilt University). 35.
Tannock, R., Girolametto, L. y Siegel, L. S. (1992). Language intervention with children who have developmental delays: Effects of an interactive approach. American Journal on Mental Retardation, 97, 145 – 160. 36.
Vilaseca, R. y del Rio, M. J. (1997). La intervención en el área del lenguaje: un modelo interactivo y naturalista. Infancia y aprendizaje, 20 (77), 3 - 17. 37. Warren, S. F. Y Bambara, L. M. (1989). An experimental analysis of milieu language intervention: Teaching the action-object form. Journal of Speech and Hearing Disorders, 54, 448 – 461. 38.
Warren, S. F. y Reichle, J. (1992). Research in early language intervention. En S. L. Odom y M. B. Karnes (Eds.) Research in early childhood special education. 89 – 108. Baltimore: Brookes. 39.
Warren, S. F., Mcquarter, R. J. y Rogers Warren, A. (1984). The effects of mands and models on the speech of unresponsive language delayed preschool children. Journal of Speech and Hearing Disorders, 49, 42 – 52. 40.
Warren, S. F. y Yoder, P. J. (1994). Comunication and language intervention: why aconstructivist approach is insuficient. The Journal of Special Education, 28 (3), 248 – 250. 41.
Yorder, P. J., Kaiser, A. P. y Alpert, C. L. (1989). A comparison between didactic and milieu teaching in small groups of handicapped preschoolers of varying developmental levels. Comunicación presentada en el American Speech and Hearing Association´s Treatment Efficacy Conference, San Antonio, TX.
Bandura, A. (1986). The social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. 3.
Barnett, D. W., Carey, K. T., & Hall, J. D. (1993). Naturalistic intervention design for young children: Foundations, rationales, and strategies. Topics in Early Childhood Special Education, 13 (4), 430 - 444. 4.
Barnett, D. W., Ehrhardt, K. E., Stollar, S. A., & Bauer, A. M. (1994). PASSKey: A model for naturalistic assessment and intervention design. Topics in Early Childhood Special Education, 14 (3), 350 - 373. 5.
Bloom, L. y Lahey, M. (1978). Language development and language disorders. 6.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. American Psychologist, 32, 513 - 531. 7.
Bruner, J. (1975). The ontogénesis of speech acts. Journal of Child Language, 2, 1 – 19. 8.
Casey, A. M., y McWilliam, R. A. (2008). Graphical feedback to increase teachers’ use of incidental teaching. Journal of Early Intervention, 30, 69-71. 9.
Frea, W., Craig-Unkefer, L., Odom, S. L., y Johnson, D. (1999). Differential effects of structured social integration and group friendship activities for promoting social interaction with peers. Journal of Early Intervention, 22 (3), 230-242. 10.
Galván-Bovaira, M. J., y Del Rio, M. J. (2009). La evaluación de la interacción comunicativa y lingüística en relación a la adquisición del lenguaje infantil. Revisión de estudios observacionales y escalas de estimación. Revista de Logopedia, Foniatría y Audiología, 29(4), 225-236. 11.
García, M. G., Galván, M. J., y del Rio, M. J. (2000). L’avaluació de les primeres interaccions i el desenvolupament de la comunicació i el llenguatge. Suports: Revista catalana d›educació especial i atenció a la diversitat, 4 (1), 76 - 86. 12.
García, M. G., y Del Río, M. J. (1997). Intervención naturalista en la comunicación y el lenguaje para familias de niños con síndrome de Down. Departamento de psicología evolutiva y de educación, universidad de Barcelona. Barcelona - España. 13.
Girolamentto, L. (1988). Omproving the social – conversational skills of developmentally delayed children: An intervention study. Journal of Speech and Hearing Disorders, 53, 156 – 167. 14.
Goldestein, H. y Kaczmarek, Hepting, N. H. (1996). Indicators of quality in communication intervention. In S. L. Odom y M. E. McLean (Eds.), Early Intervention/Early Childhood Special Education Recommended Practices. 197 – 221. Austin, TX: Pro-Ed. 15.
Halle, J. W., Marshall, A. M. y Spradlin, J. E. (1979). Time delay: A technique to increase language use and facilitate generalization in retardee children. Journal of Applied Behavior Analysis, 14, 387 – 400. 16.
Hart, B. Y Risley, T. (1968). Establishing the use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children. Journal of Applied Behavior Analysis, 1, 109 120
Hart, B. y Risley, T (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411 – 420. 18.
Hoff-Ginsberg, E. y Shatz, M. (1982). Linguistic input and the child’s acquisition of language. Psychological Bulletin, 92, 3 – 26. 19.
Iacono, T. A., Chan, J. B., & Waring, R. E. (1998). Efficacy of a parent‐implemented early language intervention based on collaborative consultation. International Journal of Language & Communication Disorders, 33 (3), 281 - 303. 20.
Kaiser, A. P. (1993). Parent – implemented language intervention: an environmental system perspective. En A.
Kaiser y D. Gray (Eds.). Enhancing children’s communication: Research foundations for intervention. 63 – 84. Baltimore: Brookes. 21. Kaiser, A. P., Yoder, P. J. y Keetz, A. (1992). Evaluating milieu teching. En S. F. arren y J. Reichle (Eds.). Causes and effects in communication and language intervention. 9 – 47. Baltimore, MD: Brookes. 22.
Luria, A. R. (1959). The directive function of speech in development and dissolution. Word, 15 (2), 341 - 352. 23.
Macdonald, J. D. (1985). Language through conversation. En S. F. Warren y A. K. Rogerswarren: Teaching Functional Language Pro-Ed. Austin, Texas. 24.
McConnell, S. R., & Odom, S. L. (1999). A multimeasure performance-based assessment of social competence in young children with disabilities. Topics in Early Childhood Special Education, 19(2), 67-74. 25.
McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons with Severe Handicaps, 24 (3), 133-146. 26.
Mahoney, G. y Powell, A. (1986). Transactional intervention program: Teacher´s guide. Farmington, CT: Pediatric Research and Training Center. University of Connecticut Health Center. 27.
Ministerio de Educación, Chile. (2012). Plan nacional de fomento de la lectura, lee chile lee guía para educadoras y agentes educativos fomento lector de 0 a 4 años. División General de Educación, Ministerio de Educación, República de Chile. 28.
Monfort, M., & Juárez, A. (1996). El niño que habla: El lenguaje oral en el preescolar, 6ª edición (The speaking child: oral language in pre-school). Madrid: CEPE. 29.
Moyer, L. (2010). The Impact of Graphical Feedback on Teachers’ Frequency of Use of Incidental Teaching: A Dissertation Presented for the Doctor of Leadership and Learning Degree. The University of Tennessee, Chattanooga. 30.
Nelson, K. E. (1989). Strategies for first language teaching. En M. Rice y R. L. Schiefelbusch (Eds.) The teachability of language, 263 – 310. Baltimore: Brookes. 31.
Noonan, M. J., y McCormick, L. (2006). Young children with disabilities in natural environments: Methods and procedures. Baltimore: Brookes. 32.
Roberts, J. E., Bailey, D. B. y Nychka, H. B. (1991). Teachers´use of strategies to facilitate the communication of preschool children with disabilities. Journal of Early Intervention, 15, 358 – 376. 33.
Scattone, D. (2007). Social skills interventions for children autism. Psychology in the Schools.
Smith, J. (1999). Teachers’ use of naturalistic intervention practices to facilitate communication and language development in young children with disabilities. Doctoral dissertation, Vanderbilt University). 35.
Tannock, R., Girolametto, L. y Siegel, L. S. (1992). Language intervention with children who have developmental delays: Effects of an interactive approach. American Journal on Mental Retardation, 97, 145 – 160. 36.
Vilaseca, R. y del Rio, M. J. (1997). La intervención en el área del lenguaje: un modelo interactivo y naturalista. Infancia y aprendizaje, 20 (77), 3 - 17. 37. Warren, S. F. Y Bambara, L. M. (1989). An experimental analysis of milieu language intervention: Teaching the action-object form. Journal of Speech and Hearing Disorders, 54, 448 – 461. 38.
Warren, S. F. y Reichle, J. (1992). Research in early language intervention. En S. L. Odom y M. B. Karnes (Eds.) Research in early childhood special education. 89 – 108. Baltimore: Brookes. 39.
Warren, S. F., Mcquarter, R. J. y Rogers Warren, A. (1984). The effects of mands and models on the speech of unresponsive language delayed preschool children. Journal of Speech and Hearing Disorders, 49, 42 – 52. 40.
Warren, S. F. y Yoder, P. J. (1994). Comunication and language intervention: why aconstructivist approach is insuficient. The Journal of Special Education, 28 (3), 248 – 250. 41.
Yorder, P. J., Kaiser, A. P. y Alpert, C. L. (1989). A comparison between didactic and milieu teaching in small groups of handicapped preschoolers of varying developmental levels. Comunicación presentada en el American Speech and Hearing Association´s Treatment Efficacy Conference, San Antonio, TX.
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Sep 14, 2021
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Models of naturalist intervention and children’s language: approach for an inclusive education. bol.redipe [Internet]. 2021 Sep. 14 [cited 2024 Jul. 17];10(9):223-36. Available from: https://revista.redipe.org/index.php/1/article/view/1438
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Author Biographies
Daniela Puentes Chávez, University of Deusto, Spain
Candidate for Doctor of Education
Almudena Fernández, Deusto University, Spain
Degree in Pedagogy from the University of Deusto. Master in Special Education from the University of Deusto.
How to Cite
1.
Models of naturalist intervention and children’s language: approach for an inclusive education. bol.redipe [Internet]. 2021 Sep. 14 [cited 2024 Jul. 17];10(9):223-36. Available from: https://revista.redipe.org/index.php/1/article/view/1438