Naturalistic Instructional Approaches in Early Learning.
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| Title: | Naturalistic Instructional Approaches in Early Learning. |
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| Authors: | Snyder, Patricia A.1 patriciasnyder@coe.ufl.edu, Rakap, Salih1, Hemmeter, Mary Louise2, McLaughlin, Tara W.1, Sandall, Susan3, McLean, Mary E.4 |
| Source: | Journal of Early Intervention. Mar2015, Vol. 37 Issue 1, p69-97. 29p. 8 Charts. |
| Subject Terms: | *Curriculum, *ERIC (Information retrieval system), *Students with disabilities, *Learning, *Mainstreaming in special education, *Research methodology, *Special education, *Children with disabilities, *Teaching methods, *Educational outcomes, *Inter-observer reliability, Research funding, Early medical intervention, Medical coding |
| Abstract: | Naturalistic instructional approaches are used to provide intentional and systematic instruction to young children with disabilities during typically occurring activities. Several naturalistic instructional approaches have been described in the extant literature, although different terms have been used to refer to these approaches (e.g., activity-based intervention, embedded instruction). The purpose of this systematic review was to identify, examine, and summarize the empirical literature focused on naturalistic instructional approaches for preschool children with disabilities when instruction was delivered in classroom settings. Forty-three studies that met established inclusion criteria were reviewed and coded using systematic procedures. Studies were coded to permit within- and across-approach comparisons as well as with respect to quality indicators for study design features and relationships to reported outcomes. Findings suggest a need to specify clearly the contextual and procedural components of naturalistic instructional approaches to advance understanding about this evidence-based practice and the functional relationships between implementation of the approaches and child learning outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Intervention is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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