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Keeping the Metaphor of Scaffolding Fresh--A Response to C. Addison Stone's "The Metaphor of Scaffolding: Its Utility for the Field of Learning Disabilities".
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Palincsar, Annemarie Sullivan – Journal of Learning Disabilities, 1998
This commentary on C. Addison's Stone's paper on the scaffolding metaphor for the learning disabilities field suggests: (1) repositioning the metaphor in its theoretical frame; (2) considering the ways in which contexts and activities, as well as individuals, scaffold learning; and (3) examining the relationship between scaffolding and effective…
Descriptors: Cognitive Restructuring, Instructional Effectiveness, Interpersonal Communication, Learning Disabilities
The Consequences of Negative Scaffolding for Students Who Learn Slowly--A Commentary on C. Addison Stone's "The Metaphor of Scaffolding: Its Utility for the Field of Learning Disabilities".
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Biemiller, Andrew; Meichenbaum, Donald – Journal of Learning Disabilities, 1998
This commentary on C. Addison Stone's paper on scaffolding for the learning disabilities field suggests that many current applications prevent rather than encourage transfer of responsibility to students for learning and task accomplishment and that current practices in many schools may result in "reverse-scaffolding". (DB)
Descriptors: Cognitive Restructuring, Instructional Effectiveness, Interaction Process Analysis, Interpersonal Communication
The SCERTS Model: A Transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder.
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Prizant, Barry M.; Wetherby, Amy M.; Rubin, Emily; Laurent, Amy C. – Infants and Young Children, 2003
This article describes the SCERTS Model, which prioritizes social communication, emotional regulation, and transactional support as the primary developmental dimensions that programs supporting young children with autistic spectrum disorders must address. The SCERTS Model has been derived from theoretical and empirical bases, is consistent with…
Descriptors: Autism, Communication Skills, Early Childhood Education, Early Intervention