Gallaudet University Child Development Center's model integration program

Griffin, Abbey; Solit, Gail; Bodner-Johnson, Barbara

doi:10.1016/0885-2006(91)90023-e

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…The adults in this classroom evidently understood that they were serving as role models and teachers of interaction skills, and they frequently modeled and described appropriate attention-getting strategies. This type of adult modeling and prompting can be applied to integrated classrooms containing hearing and deaf children in order to facilitate broader interactions and friendships and help hearing children become more sensitive to the visual needs of deaf children (DeLuzio & Girolametto, 2006; Griffin, Solit, & Bodner-Johnson, 1991; Spencer et al, 1994).…”

Section: Discussionmentioning

confidence: 99%

Attention-getting skills of deaf children using American Sign Language in a preschool classroom

Lieberman

2014

Applied Psycholinguistics

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Visual attention is a necessary prerequisite to successful communication in sign language. The current study investigated the development of attention-getting skills in deaf native-signing children during interactions with peers and teachers. Seven deaf children (aged 21–39 months) and five adults were videotaped during classroom activities for approximately 30 hr. Interactions were analyzed in depth to determine how children obtained and maintained attention. Contrary to previous reports, children were found to possess a high level of communicative competence from an early age. Analysis of peer interactions revealed that children used a range of behaviors to obtain attention with peers, including taps, waves, objects, and signs. Initiations were successful approximately 65% of the time. Children followed up failed initiation attempts by repeating the initiation, using a new initiation, or terminating the interaction. Older children engaged in longer and more complex interactions than younger children. Children’s early exposure to and proficiency in American Sign Language is proposed as a likely mechanism that facilitated their communicative competence.

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Section: Discussionmentioning

confidence: 99%

Attention-getting skills of deaf children using American Sign Language in a preschool classroom

Lieberman

2014

Applied Psycholinguistics

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“…There is a paucity of research that examines nonparental care variables for children with disabilities. Existing research has tended to focus on descriptions of child care needs, type of arrangement, and parent satisfaction with care (Booth & Kelly, 1998;Landis, 1992;Warfield & Hauser-Cram, 1996); the training of providers (Giovinazzo & Cook, 1995;Griffin, Solit, & Bodner-Johnson, 1991;Jones & Meisels, 1987); and the acceptance of children with disabilities by child care providers (Crowley, 1990). Bricker (1995) purported that including children with disabilities would provide them with meaningful experiences and participation in all aspects of an early childhood program.…”

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confidence: 99%

Individual Experiences of Children With and Without Disabilities in Early Childhood Settings

Clawson

Luze

2008

Topics in Early Childhood Special Education

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This study examined the global quality of early care and education settings and individual children's experiences in those settings. Sixty 4- to 5-year-old children (30 with disabilities and 30 without disabilities) were observed using the Early Childhood Environment Rating Scale—Revised (ECERS-R) and items from the ECERS-R adapted to focus on individual children's experiences. Early childhood global quality had the largest effect on individual children's experiences, after controlling for maternal education and child problem behavior. This relationship varied by children's problem behavior but not by disability status. When parents reported more problem behavior in children in classrooms of higher global quality (ECERS-R score), individualized ECERS-R experience ratings were lower.

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“…Existing research has focused on description of child care needs, type of arrangements and parent satisfaction with care (Booth & Kelly, 1998;Landis, 1992;Warfield & Hauser-Cram, 1996); training of providers (Giovinazzo & Cook,. 1995, Griffin, Solit, & Bodner-Johnson, 1991Jones & Meisels, 1987); and the acceptance of children with disabilities by child care providers (Crowley, 1990). Bricker (1995) purported that including children with disabilities into inclusive settings would provide children with disabilities meaningful experiences and participation in all aspects of an early childhood program.…”

Section: The Influence Of Disability Status On Children's Experiencesmentioning

confidence: 99%

Experiences of children with or without disabilities in early childhood programs

Clawson

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Gallaudet University Child Development Center's model integration program

Cited by 6 publications

References 10 publications

Attention-getting skills of deaf children using American Sign Language in a preschool classroom

Attention-getting skills of deaf children using American Sign Language in a preschool classroom

Individual Experiences of Children With and Without Disabilities in Early Childhood Settings

Experiences of children with or without disabilities in early childhood programs

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