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Journal of Early Intervention
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Acceptability of Language Interventions: A Comparison of Preschool and Elementary Teachers' Responses

Yasemin Turan

University of Illinois at Urbana-Champaign, karaduma{at}uiuc.edu

Michaelene M. Ostrosky

University of Illinois at Urbana-Champaign

James W. Halle

University of Illinois at Urbana-Champaign

Lizanne Destefano

University of Illinois at Urbana-Champaign

This study used structured analogue situations to examine factors that might influence teachers' preferences and opinions about language interventions. These factors included respondent groups (preschool vs. elementary school teachers), type of treatment approach (naturalistic vs. therapeutic), person delivering the intervention (classroom teacher vs. speech and language pathologist [SLP]), and severity of language delay (mild vs. severe). Sixty-six teachers (28 elementary and 38 preschool teachers) participated in this survey study. Results showed that preschool teachers found naturalistic approaches slightly more acceptable than the therapeutic approach, whereas elementary school teachers viewed the therapeutic approach as somewhat more acceptable than naturalistic approaches. Teachers rated three intervention approaches differently when they were applied to children with mild versus severe language delays. Implications for research and practice of these findings are discussed.

Journal of Early Intervention, Vol. 26, No. 3, 221-233 (2004)
DOI: 10.1177/105381510402600305
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T. N. West, W. H. Brown, J. M. Grego, and R. Johnson
Professionals' Judgments of Peer Interaction Interventions: A Survey of Members of the Division for Early Childhood
Journal of Early Intervention, October 1, 2007; 30(1): 36 - 54.
[Abstract] [PDF]