Martine van der Pluijm

120 Chapter 4 Appendix A: Coding scheme AHL teacher behavior (Steps 4 to7) Revised model of Lusse, 2013 Phase 2: Implement intervention activities STEP 4: Teachers arrange weekly parent-child activities that stimulate interaction (using Steps 1 to 3). Behavior Definition Adapting the activity to parental knowledge and skills Rating the quality of the activity. This is established by observing how often the teacher uses interactive activities, easy language, avoids the use of written materials, uses themes that are familiar to parents, and supports the use of the home language. Frequency of teacher behavior to encourage parents who are less skilled. Structuring the activity Rating the quality of the delivery. This is established by observing how often the teacher encourages interaction: e.g., fixed set-up from introduction to evaluation, verbal explanation and modeling, suggestions to take home. Using reciprocal communication Frequency of teacher behavior to exchange experiences with parents, value parental views, and align roles of parent and teacher. Phase 3: Stimulate language support STEP 5: Teachers stimulate parental role development Behavior Definition Explaining parents’ and teachers’ roles Frequency of teacher behavior to explain parents’ and teachers’ roles to support children’s oral language development. Frequency of teacher behavior to explain and model strategies to follow the child perspective (encourage child initiative, verbal, and non-verbal sensitive responsive communication). Frequency of teacher behavior to explain and model how parents can use turn-taking to interact with the child. STEP 6: Teachers support parents to prioritize the use of language Behavior Definition Stimulating parents to prioritize language Frequency of teacher behavior to explain how parents can develop verbal communication with the child and focus less on the results of the activity. Frequency of teacher behavior to explain and model strategies to stimulate the use of language by naming and asking challenging (open-ended) questions Frequency of teacher behavior to explain and model the use of scaffolding to prevent parents from taking over the activity.