Video 7.3: Dr. Virginia Buysse- Key Features of RTI Dr. Virginia Buysse discusses the key features of the early childhood Response to Intervention (RTI) model (running time: 2 min. 09 sec.). View TranscriptNarrator: This RTI national online forum is presented by the RTI action network a program of the National Center for Learning…
Video 3.5: Conversation with examples of joining and supporting Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part three of a three-part conversation highlighting examples of joining and supporting communication strategies (running time…
Video 6.4: Dr.Christopher Lonigan: Using CROWD prompts Dr. Christopher Lonigan, a professor of psychology at Florida State University, talks about how you can use the CROWD prompts depending on the developmental needs of the children. (running time: 4 min. 37 sec.) View TranscriptDr. Lonigan: The main, unique feature about dialogic reading is really…
Video 6.3: Dr. Christopher Lonigan: Defining diaglogic reading Dr. Christopher Lonigan, a professor of psychology at Florida State University, talks about dialogic reading and how it is different from other shared reading approaches. (running time: 1 min. 37 sec.) View TranscriptDr. Lonigan: I’m a Professor of psychology at Florida State University. The typical…
Video 6.2: Dr. Christopher Lonigan: Research on dialogic reading Dr. Christopher Lonigan, a professor of psychology at Florida State University, talks about research on dialogic reading. (running time: 2 min. 01 sec.) View TranscriptDr Lonigan: What we know from the research is that when children are exposed to shared reading using dialogic reading,…
Audio 6.3: Cristina Gillanders Dr. Gillanders, an investigator who studies Latino emergent literacy and bilingualism, talks about why reading aloud is important for dual language learners. (running time: 1 min. 52 sec.) View TranscriptCristina: Reading aloud allows you to be very intentional about the words that you need to teach to these children. So…
Audio 5.6: Karen’s perspective (speech therapist) Sophie’s speech therapist shares her thoughts about working with Sophie and using assistive technology to help her communicate. She also talks about her willingness to work with Ms. Mary, Sophie’s child care provider, to make her more comfortable with using assistive technology. View TranscriptKaren: I started working with…
Activity 5.7a: Describe use of assistive technology to help with access and participation Resource Type: Activity In this activity, learners view three videos and describe how the use of assistive technology in each video promotes the child’s access to and participating in an activity or routine. Resource File (PDF): CONNECT-Activity-5-7a.pdf
Activity 5.6a: Describe strategies to help children use assistive technology Resource Type: Activity In this activity, learners view two videos and describe what the adult does to show the child how to use assistive technology in each video. Resource File (PDF): CONNECT-Activity-5-6a.pdf
Video 5.3: Dr. Philippa Campbell – Defining Assistive Technology Dr. Philippa Campbell, a professor in the Department of Occupational Therapy at Thomas Jefferson University, and Program Director of the Child and Family Studies Research Programs, describes how assistive technology is defined and used in the context of working with young children with disabilities (running…