Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis

2018 ◽  
Vol 49 (4) ◽  
pp. 922-937 ◽  
Author(s):  
Jessica W. Trussell ◽  
Janna Hasko ◽  
Joy Kane ◽  
Brittany Amari ◽  
Alison Brusehaber
Keyword(s):  
Hard Of Hearing ◽  
Instructional Strategy ◽  
Service Providers ◽  
Single Case ◽  
Word Meaning ◽  
Functional Relation ◽  
Vocabulary Knowledge ◽  
Storybook Reading ◽  
Spoken English ◽  
Multiple Probe

Purpose Interactive storybook reading (ISR) improves the picture labeling vocabulary of children who are deaf and hard of hearing (DHH). Vocabulary knowledge consistently predicts the later reading achievement of children who are DHH. In this study, ISR was modified to include teaching word meanings along with the vocabulary picture label. Method A multiple probe across behaviors single-case experimental design was implemented to determine the effects of ISR with word meaning instruction on picture labeling and word meaning knowledge of 6 preschoolers who are DHH and use spoken English. The student and teacher participants engaged in ISR for 15–20 min a day, 4 days a week for 3 weeks. Results A functional relation was established between ISR and the increase in the preschoolers' word labeling and meaning knowledge. The preschoolers' word knowledge was generalized and was maintained over time. Conclusions ISR may be an effective vocabulary labeling and word meaning instructional strategy for young children who are DHH and use spoken English. Teachers and related service providers who work with this population may want to implement ISR with word meaning in 1-to-1 or small groups to individualize the target vocabulary and maximize the benefit. Future researchers should replicate this to expand its generalizability to other subpopulations of children who are DHH.

scholarly journals The Effects of a Vocabulary Intervention on Teaching Multiple-Meaning Words to Students Who Are d/Deaf and Hard of Hearing

2020 ◽  
Vol 25 (4) ◽  
pp. 469-489
Author(s):  
Faisl M Alqraini ◽  
Peter V Paul
Keyword(s):  
Hard Of Hearing ◽  
Single Case ◽  
Large Body ◽  
Vocabulary Knowledge ◽  
Probe Design ◽  
Profound Hearing Loss ◽  
Vocabulary Intervention ◽  
Word Meanings ◽  
Multiple Meaning ◽  
Multiple Probe

Abstract Building vocabulary knowledge, especially breadth and depth of word meanings, is a crucial step in assisting students to read and comprehend print independently. A large body of research has documented the low reading achievement levels of a number of Deaf and hard-of-hearing (DHH) students. The goal of the present study was to examine the effects of a vocabulary intervention to teach 24 multiple-meaning words to fourth-grade DHH students in Saudi Arabia by utilizing a single-case experimental design (multiple probe design across participants). A total of 5 students with a profound hearing loss participated in the study. About 3 of 5 received the intervention, whereas two other students served as an additional control component and were administered the pretest and posttest only. The data showed that there was a significant improvement in the recognition and comprehension scores of students who received the intervention. In contrast, students who did not receive the intervention showed no significant improvement on the posttest.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments

2019 ◽  
Vol 40 (2) ◽  
pp. 68-83
Author(s):  
Jacqueline A. Towson ◽  
Katherine B. Green ◽  
Diana L. Abarca
Keyword(s):  
Preschool Children ◽  
Single Case ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Preschool Classrooms ◽  
Vocabulary Skills ◽  
Variable Fidelity ◽  
Multiple Probe

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children’s single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children’s expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children

2019 ◽  
Vol 54 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Hedda Meadan ◽  
Moon Y. Chung ◽  
Michelle M. Sands ◽  
Melinda R. Snodgrass
Keyword(s):  
Professional Development ◽  
Service Providers ◽  
Single Case ◽  
Change Agents ◽  
Functional Relation ◽  
Development Program ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Coaching Model ◽  
Young Children With Disabilities

Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload.

Using the Virtual–Representational–Abstract With Overlearning Instructional Sequence to Students With Disabilities in Mathematics

2020 ◽  
pp. 002246692091252 ◽  
Author(s):  
Jiyoon Park ◽  
Emily C. Bouck ◽  
Marisa H. Fisher
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Functional Relation ◽  
School Outcomes ◽  
Instructional Sequence ◽  
Mathematical Skills ◽  
Research And Practice ◽  
Grade Levels ◽  
Skill Maintenance ◽  
Multiple Probe

While mathematics education is key to the post-school outcomes of students with disabilities, it has received less attention in research and practice compared with other aspects of educating this population. Skill maintenance is particularly crucial in mathematics because students build upon prior knowledge across grade levels. They also need to be able to apply mathematical skills in everyday life. Hence, this study utilized a multiple probe across-participants single-case experimental design to evaluate the effectiveness of the virtual–representational–abstract (VRA) with overlearning instructional sequence in teaching multiplication and supporting its maintenance among three students with disabilities. For each student, a functional relation existed between the VRA with overlearning instructional sequence and accuracy of solving multiplication problems. Students also maintained the skill up to 8 weeks after the intervention.

scholarly journals Performance-Based Feedback to Enhance Early Interventionist’s Practice and Caregiver and Child Outcomes

2019 ◽  
Vol 39 (1) ◽  
pp. 32-44
Author(s):  
Christan Grygas Coogle ◽  
Anne L. Larson ◽  
Jennifer R. Ottley ◽  
Amy Kennedy Root ◽  
Hilary Bougher-Muckian
Keyword(s):  
Single Case ◽  
Child Outcomes ◽  
Family Engagement ◽  
Functional Relation ◽  
Learning Opportunities ◽  
Single Case Design ◽  
Research And Practice ◽  
Engagement Strategies ◽  
Multiple Probe ◽  
Case Design

We used a multiple-probe single-case design to determine whether there was a functional relation between peer-delivered, technology-enhanced, performance-based feedback (TEPF) and early intervention (EI) providers’ use of family engagement strategies and embedded learning opportunities. Participants included three coaches, three EI providers, three caregivers, and three children receiving EI services. Results suggest that although peer-delivered, TEPF did increase some of the EI providers’ practices, we did not observe a functional relation. Implications for future EI research and practice are discussed.

Comprehending Science Writing: The Promise of Dialogic Reading for Supporting Upper Elementary Deaf Students

2019 ◽  
Vol 41 (2) ◽  
pp. 100-109 ◽  
Author(s):  
Jessica A. Scott ◽  
Sarah Grace Hansen
Keyword(s):  
Emergent Literacy ◽  
Instructional Strategy ◽  
Single Case ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Dialogic Reading ◽  
Upper Elementary ◽  
Science Writing ◽  
Deaf Students ◽  
Positive Effects

Dialogic reading is an instructional strategy that has shown promise for supporting the reading development of children both with and without disabilities. Specifically, there may be positive effects of vocabulary knowledge, morphological knowledge, participation during reading, and emergent literacy skills. However, the knowledge base on the efficacy of dialogic reading with informational text is extremely limited. In addition, there are much available data on the use of dialogic reading with deaf students. The current study describes a multiple baseline single-case design study of a dialogic reading approach used with a deaf student enrolled in upper elementary school. Findings show promise for the dialogic reading approach for use with this genre and this population, though further research is necessary.

Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context

2020 ◽  
pp. 019874292091164
Author(s):  
Marina S. Velez ◽  
Erin E. Barton ◽  
Paul J. Yoder ◽  
John C. Wright
Keyword(s):  
Small Group ◽  
Single Case ◽  
Functional Relation ◽  
Social Behaviors ◽  
Group Instruction ◽  
System Of Least Prompts ◽  
Case Research ◽  
Single Case Research ◽  
Multiple Probe ◽  
Target Children

We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).

scholarly journals Parent-Implemented Oral Vocabulary Intervention for Children With Down Syndrome

2021 ◽  
pp. 027112142110058
Author(s):  
Lauren M. LeJeune ◽  
Christopher J. Lemons ◽  
Silje Hokstad ◽  
Rebeca Aldama ◽  
Kari-Anne B. Næss
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Single Case ◽  
Functional Relation ◽  
Vocabulary Intervention ◽  
Children With Down Syndrome ◽  
Oral Vocabulary ◽  
Data Variability ◽  
Multiple Probe ◽  
Increasing Trends

Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (aged 5–6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relation; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews.

Young Children With Hearing Impairment and Other Diagnoses: Effects of Sound-Field Amplification

2020 ◽  
Vol 39 (3) ◽  
pp. 152-166
Author(s):  
Lois Furno ◽  
MaryAnn Demchak ◽  
Ann Bingham
Keyword(s):  
General Education ◽  
Hard Of Hearing ◽  
Single Case ◽  
Sound Field ◽  
Educational Opportunities ◽  
Effective Strategy ◽  
Field Amplification ◽  
Multiple Probe ◽  
Improve Access ◽  
Sound Field Amplification

This study examined the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus children who are DHH with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.

Sign in / Sign up

Export Citation Format

Share Document