Effectiveness of a Collaborative Consultation Approach to Basic Concept Instruction With Kindergarten Children The effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children was investigated. Following 8 weeks of intervention by a school speech-language pathologist, university faculty, a classroom teacher, and a physical education teacher, children in the experimental group demonstrated significantly higher performance on target concepts than a ... Research Article
Research Article  |   January 01, 1995
Effectiveness of a Collaborative Consultation Approach to Basic Concept Instruction With Kindergarten Children
 
Author Affiliations & Notes
  • Lee Ellis
    The University of Toledo, OH
  • Cindy Schlaudecker
    Toledo Public Schools, OH
  • Celia Regimbal
    The University of Toledo, OH
  • Contact author: Dr. Lee Ellis, Department of Special Education Services, The University of Toledo, Toledo, OH 43606.
    Contact author: Dr. Lee Ellis, Department of Special Education Services, The University of Toledo, Toledo, OH 43606.×
Article Information
School-Based Settings / Professional Issues & Training / Telepractice & Computer-Based Approaches / Research Articles
Research Article   |   January 01, 1995
Effectiveness of a Collaborative Consultation Approach to Basic Concept Instruction With Kindergarten Children
Language, Speech, and Hearing Services in Schools, January 1995, Vol. 26, 69-74. doi:10.1044/0161-1461.2601.69
History: Received December 9, 1993 , Accepted August 9, 1994
 
Language, Speech, and Hearing Services in Schools, January 1995, Vol. 26, 69-74. doi:10.1044/0161-1461.2601.69
History: Received December 9, 1993; Accepted August 9, 1994

The effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children was investigated. Following 8 weeks of intervention by a school speech-language pathologist, university faculty, a classroom teacher, and a physical education teacher, children in the experimental group demonstrated significantly higher performance on target concepts than a control group who received the regular education program. Suggestions for further use of the approach are discussed.

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