Evidence map›Paper›PMID 39282626›Full record

ArticleEducation sciences2023

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention.

Katherine Bateman, Sarah Emily Wilson, Katherine Matthews, Ariane Gauvreau, Maggie Gucwa, William J Therrien, Rose Nevill, Micah Mazurek

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Education sciences, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Katherine BatemanCollege of Education, The Haring Center for Inclusive Education, University of Washington, Seattle, WA 98195, USA.
Sarah Emily WilsonWested, San Francisco, CA 94107, USA.
Katherine MatthewsSchool of Education and Human Development, University of Virginia, Charlottesville, VA 22904, USA.
Ariane GauvreauCollege of Education, The Haring Center for Inclusive Education, University of Washington, Seattle, WA 98195, USA.
Maggie GucwaThe Faison Center, Richmond, VA 23230, USA.
William J TherrienSchool of Education and Human Development, University of Virginia, Charlottesville, VA 22904, USA.
Rose NevillSchool of Education and Human Development, University of Virginia, Charlottesville, VA 22904, USA.ORCID 0000-0002-4802-7128
Micah MazurekSchool of Education and Human Development, University of Virginia, Charlottesville, VA 22904, USA.ORCID 0000-0001-7715-6538

Funding

The integrated Translational Health Research Institute of Virginia (iTHRIV): Using Data to Improve HealthUL1TR003015 · NCATS · UNIVERSITY OF VIRGINIA · PI BROWN, DONALD E, JOHNSTON, KAREN C. · 2019 to 2023
$20.3M
Institutional Career Development CoreKL2TR003016 · NCATS · UNIVERSITY OF VIRGINIA · PI PAPIN, JASON, WORRALL, BRADFORD B · 2019 to 2023
$3.9M
NCATS NIH HHS KL2 TR003016NCATS NIH HHS UL1 TR003015
6 · The paper itself

Abstract

As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabilities during mealtimes. This study examined the effects of the implementation of Snack Talk on increasing teacher engagement in conversation with five preschool children with autism during mealtimes in an EIBI classroom setting. A reversal design was used to analyze the relationship between Snack Talk and teacher conversational engagement with children. Results of this study demonstrated that implementation of Snack Talk increased instances of teacher engagement in conversation with children compared to baseline phases, demonstrating the promise of this intervention supporting students' different levels of support needs in inclusive, blended settings. A functional relationship has been established between baseline and intervention phases and generalization. Limitations and directions for further research are discussed.

Indexed as

naturalistic interventionsocial skillsteaching traininguniversal design for learning

Identifiers

PMID39282626
PMCPMC11395861

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.