Paddy Favazza - Academia.edu (original) (raw)

Papers by Paddy Favazza

Routledge eBooks, Apr 21, 2022

Peer Relationships in Classroom Management

Early Childhood Education Journal, 2022

Children with disabilities (CWD) tend to participate in fewer physical activities than typically ... more Children with disabilities (CWD) tend to participate in fewer physical activities than typically developing children. During motor play, CWD often depend on teachers to provide direct instruction and frequent opportunities to practice motor skills, to interact with their peers, and learn new skills. To promote participation in physical activities for CWD, it is necessary to understand (a) teachers' perceptions about the importance of structured motor programs and (b) teachers' thoughts and concerns about implementing structured motor programs. The aim of this study was to understand teachers' perceptions about structured motor programs (e.g., obstacle course, bowling) and factors that may influence their motivation to implement them. Semi-structured interviews were conducted with 17 teachers who taught in inclusive preschools. Interview data were transcribed and analyzed to identify key themes. The results show that the majority of participants valued structured motor programs and were aware of the benefits of implementing such programs with preschoolers. Several teachers expressed concerns about meeting the expectations of a motor program and preschoolers' challenging behaviors during such programs. Implications for practice from this study include the need to (a) provide professional development to help teachers support preschoolers with disabilities in learning motor skills and understanding how to arrange and scaffold opportunities for children to participate in physical activities and gross motor play with their typically developing peers, and (b) create quality structured motor programs to ensure that all children have access to motor learning opportunities in inclusive preschool settings.

Martha struggled with her own emotions as she read Tough Boris (Fox, 1998) to her preschool child... more Martha struggled with her own emotions as she read Tough Boris (Fox, 1998) to her preschool children during story time. She had received a phone call earlier in the morning that informed her that Cassie, the children’s classmate, died the previous day while undergoing open heart surgery. Although Martha was unsure how the children would react, she knew that each child would need her support. Her first step in that support was to read the story to them. She chose Tough Boris, a book for young readers that tells a story about the death of a tough pirate’s parrot. Young Exceptional Children OnlineFirst, published on January 12, 2010 as doi:10.1177/1096250609356883 at PENNSYLVANIA STATE UNIV on March 4, 2016yec.sagepub.comDownloaded from Although young childrenexperience many lossesthroughout childhood (McGlauflin, 1998), there is limited research in this area that informs teachers and parents as to how best to respond to loss events for and with children. The purpose of this article is...

Many preschool teachers may be aware of the need to support motor skills and physical activity fo... more Many preschool teachers may be aware of the need to support motor skills and physical activity for their students but they are not sure how to actually achieve this goal. Often preschoolers’ only motor time includes recess or a short movement with music activity during circle time, with limited or no structured motor curriculum. This article highlights CHildren in Action: Motor Program for PreschoolerS (CHAMPPS) , a structured preschool motor program that utilizes UDL embedded lessons to support school readiness (e.g., social, language, motor, pre-academics) and elevated physical activity levels for children. First, we discuss the importance of structured motor programs for preschoolers with and without disabilities. Second, we describe how CHAMPPS is responsive to national guidelines regarding motor play. Third, the components of CHAMPPS are described. Subscribe to PALAESTRA

Children develop many school readiness skills such as motor and cognitive skills during the presc... more Children develop many school readiness skills such as motor and cognitive skills during the preschool years. The development of these skills requires repeated opportunities to practice. Many preschool teachers may not be aware that motor development provides a foundation for cognitive development, and they may be unsure how they can support motor and cognitive development simultaneously for children in inclusive classes. The purpose of this article is to highlight motor and cognitive skills that develop during the preschool years, followed by ideas on how to merge Fundamental Motor Skills (FMS) and Basic Relational Concepts during large and small groups activities. Readers will learn new ways to implement lessons in their classroom that facilitate motor and cognitive development so that children can gain basic conceptual knowledge while also gaining important motor skills. Subscribe to PALAESTRA

The early years are the ideal time to support the physical activity level of children while also ... more The early years are the ideal time to support the physical activity level of children while also addressing readiness skills. With growing evidence of the link between physical activity and child development, it is imperative to find ways to routinely support physical activity. However, research has shown that children do not spend enough time in active motor play. This concern is even more critical for children with disabilities who often have challenges with development and physical activity. Strategies are provided to harness routine literacy opportunities so as to promote motor, social, language and cognitive development while increasing physical activity. Subscribe to Palaestra

The state education standard, 2013

Young Exceptional Children, 2018

made this article possible. The contents are solely the responsibility of the authors and do not ... more made this article possible. The contents are solely the responsibility of the authors and do not represent the official views or an endorsement by the funding agency.

Early Childhood Education Journal, 2019

During the preschool years, children develop several interrelated skills including motor skills a... more During the preschool years, children develop several interrelated skills including motor skills and communication skills. In this article, we highlight several communication teaching strategies and describe how practitioners can promote communication skills of preschoolers with disabilities by providing them with multiple opportunities to practice these skills during motor activities. The following strategies are described: arrange the physical environment, model motor vocabulary, ask motor related questions, use a fill in the blank strategy, and reinforce/prompt child communication. The use of these strategies during large and small group motor activities is illustrated with vignettes. We present strategies for creating an engaging environment and providing meaningful opportunities so that children can learn important communication skills while also developing critical motor skills.

Adapted Physical Activity Quarterly, 2013

This study examined the effectiveness of the Young Athletes program to promote motor development ... more This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7–9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3–5 months for the control group. Children in the YA intervention also exhibited significant gains on the gross motor subscale of the Vineland Teacher Rating Form (VTRF). Teachers and parents reported benefits for children not only in specific motor skills, but also kindergarten readiness skills and social/play skills. The necessity for direct and intentional instruction of motor skills, as well as the challenges of involving families in the ...

Exceptional Children, 1997

This study examined the effects of contact, books, and discussions on the attitudes of kindergart... more This study examined the effects of contact, books, and discussions on the attitudes of kindergarten-age children toward people with disabilities. Children in the high-contact group participated in a program designed to promote acceptance of people with disabilities; the low-contact group had incidental contact with children with disabilities; the no-contact group had neither direct nor indirect contact with children with disabilities. At pretest, all participants had low levels of acceptance of people with disabilities. At posttest, significant gains in levels of acceptance were found only in the high-contact group. The program appears to be an effective strategy for promoting acceptance of people with disabilities.

International Journal of Inclusive Education, 2016

UNICEF's new Millennium Development Goals and Beyond (2015. http:// www.un.org/millenniumgoals/) ... more UNICEF's new Millennium Development Goals and Beyond (2015. http:// www.un.org/millenniumgoals/) focus on the needs of the largest marginalised minority, individuals with disabilities, challenging us to examine issues related to exclusion and develop strategies for making an authentic sense of belonging and high-quality early childhood education a reality for over 93 million children with disabilities (United Nations Children's Fund. 2006. Convention on the Rights of Persons with Disabilities. http://www.un.org/disabilities/default.asp?id=150). A first step in addressing stigma and the exclusion of individuals with disabilities is to examine materials in environments, given that positive representation in books and media contributes to a sense of belonging, increased self-esteem, and greater understanding of and attitudes towards others. Historically, the portrayal of individuals with disabilities in the literature and media has been absent or negative while the number of children with disabilities in early childhood classes has steadily increased. In this study, the representation of individuals with disabilities in school materials was examined in 32 kindergarten classes using the Inventory of Disability Representation (Favazza, P. C., and S. L. Odom. 1997. "Promoting Positive Attitudes of Kindergarten-Age Children Toward People with Disabilities." Exceptional Children 63: 405-418). Two classrooms (6%) had moderate representation, 22 classrooms (69%) had low representation, and 8 classrooms (25%) had no representation of disabilities. Implications for practice and research are presented in light of the current focus on disability rights and becoming a more inclusive society.

This report details the activities and accomplishments of a 4-year federally supported project co... more This report details the activities and accomplishments of a 4-year federally supported project concerned with: (1) validating a new strategy designed to promote the social relationships among young children with and without disabilities; (2) creating a training manual for use by teachers to promote acceptance of young children with disabilities; and (3) dissemination of results. Overall results indicated that the intervention with kindergarten students resulted in demonstrated increases in social behavior directed toward peers with disabilities and more acceptance at posttest of children with disabilities on sociometric measures. Change across time was reflected on the Acceptance Scale for Kindergartners. Analysis of qualitative data found benefits in the following areas: greater understanding of individuals with disabilities; greater acceptance of individuals with disabilities and/or individuals who are different; support of reading at home; and improved development of social, language, and play skills. Year-by-year project achievements are reported for procedural objectives, expected outcomes, evaluation results, supplemental information/changes, and budget information. Appended are lists of publication and presentation dissemination activities. (DB) Reproductions supplied by EDRS are the best that can be made from the original document. uJ Strategies for Promoting Social Relationships Among Young Children With and Without Disabilities U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official NIE position or policy.

Handbook of Early Childhood Special Education, 2016

We have long known the benefits of early motor activities for young children’s motor skill develo... more We have long known the benefits of early motor activities for young children’s motor skill development and other developmental domains (Iverson, Journal of Child Language 37: 229–261, 2010; From playpen to playground: The importance of physical play for the motor development of young children, Reston, VA, 2010; From playpen to playground: The importance of physical play for the motor development of young children, Reston, VA, 2010). Not only is motor skill development important in and of itself, but it has been linked to social, language, and cognitive development as well. And, while motor skills develop naturally for most typically developing preschoolers, young children with disabilities often experience delays in this area. Therefore, it is essential to intervene, providing direct and intentional motor programs for children with disabilities during their early years when fundamental motor skills such as locomotion and manipulation develop. These skills form a foundation for skill development in other developmental areas.

Topics in Early Childhood Special Education, 2016

Research has shown that the benefits of inclusion are numerous and can positively affect children... more Research has shown that the benefits of inclusion are numerous and can positively affect children with a range of disabilities (Barton & Smith, 2014; Division for Early Childhood [DEC]/National Association for the Education of Young Children [NAEYC], 2009). Inclusive placements help children develop social competencies, including building friendships and experiencing a sense of belonging (Barton & Smith, 2014, Buysse & Hollingsworth, 2009; Strain, 2014). Inclusion benefits more than the subset of children with disabilities. For example, families of children without disabilities hold generally positive views of inclusion (Odom, Buysse, & Soukakou, 2011). Also, as a result of inclusive experiences, typically developing children gain positive educational and attitudinal outcomes, such as tolerance and acceptance of individual differences in their peers (Buysse & Hollingsworth, 2009; Strain, 2014). Although research has consistently demonstrated the benefits of inclusion, universal access to inclusive programs for children with disabilities is far from a reality (Barton & Smith, 2014). Early childhood education, with support on the national front, is taking strides to ensure that children with disabilities are included in classrooms with their typically developing peers. The U.S. Department of Health and Human Services (HHS), in conjunction with the U.S. Department of Education (DoE), recently published a Policy Statement on the Inclusion of Children With Disabilities in Early Childhood Programs (2015) outlining the scientific base for the benefits of inclusion as well as the legal foundation for inclusion. Acknowledging that there are challenges, HHS and the DoE promote building a culture of inclusion and offer a list of recommendations to states (e.g., implementing statewide supports for children's social-emotional and behavioral health). This document also includes recommendations to local communities (e.g., assessing and improving the quality of inclusion in early childhood programs).

Journal of Research in Childhood Education, 2015

Research consistently demonstrates that children with developmental disabilities exhibit motor sk... more Research consistently demonstrates that children with developmental disabilities exhibit motor skill deficits, but motor skill interventions can positively affect motor abilities and other areas of development. These findings have particular relevance for children with disabilities in developing countries, where there is limited access to early intervention and education. In these settings, motor skill interventions may provide a means to address delays in development and positively affect perceptions of family and community members about their capacity to learn. To that end, this study examined the adaptability, feasibility, and effectiveness of implementing a motor skills intervention, the Special Olympics' Young Athletes Curriculum (YA), in Kenya. Eighteen preschool-age children with intellectual and developmental disabilities participated in the YA intervention, which consisted of 187 motor activities delivered in 24 lessons across 8 weeks. The findings indicate that the YA intervention is adaptable and can be feasibly implemented with high fidelity. In addition, significant motor gains were demonstrated on the preand posttest of the Test of Motor Development and a positive and multi-level impact on inclusion of children with disabilities was found.

Journal of Early Childhood Literacy, 2015

Teachers often recommend that families engage their children in shared book reading to support li... more Teachers often recommend that families engage their children in shared book reading to support literacy learning at home. When teachers purposefully provide families with home literacy activities there are benefits for everyone involved. The purpose of this article is to report the findings of a study that examined parental participation and response to a home book reading component (i.e. a classroom lending library) that took place in 32 kindergarten classrooms as part of a larger study examining the efficacy of a curriculum focused on promoting kindergartners' positive attitudes towards individuals with disabilities. Findings suggest that parents considered shared book reading to be enjoyable and beneficial for their children's language and literacy development. Additionally, parents' comments provided evidence that both they and their children learned a variety of new concepts, including those related to science and disabilities, through shared book reading. Implicati...