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 effects of dialogic reading on the expressive vocabulary of pre-school aged children with moderate to severely impaired expressive language skills

2021 ◽  
pp. 026565902110194
Author(s):  
Wanda R Ramsey ◽  
Kristen Bellom-Rohrbacher ◽  
Terry Saenz
Keyword(s):  
Language Skills ◽  
Single Case ◽  
Word List ◽  
Dialogic Reading ◽  
Expressive Vocabulary ◽  
Near Transfer ◽  
School Aged Children ◽  
Positive Effects ◽  
Vocabulary Skills ◽  
Vocabulary Word

The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language delays. However, there is limited research indicating the effectiveness of dialogic reading on children with moderate to severely delayed language skills. The participants in this single-case, multiple baseline across participants designed study received four weeks of individual dialogic reading intervention which was intended to increase their expressive vocabulary skills of a near-transfer vocabulary word list. The results revealed that all three participants demonstrated a significant increase in expressive vocabulary of the near-transfer vocabulary list.

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.

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 Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading

2020 ◽  
Vol 29 (1) ◽  
pp. 80-100 ◽  
Author(s):  
Emily D. Quinn ◽  
Ann P. Kaiser ◽  
Jennifer R. Ledford
Keyword(s):  
Down Syndrome ◽  
Small Group ◽  
Augmentative And Alternative Communication ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Typically Developing ◽  
Alternative Communication ◽  
Symbolic Communication ◽  
Response Generalization ◽  
Multiple Probe

Purpose This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method Four children with DS between 3;1 and 5;3 (years;months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 ( M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt ( Binger, Kent-Walsh, Ewing, & Taylor, 2010 ) was applied during the baseline and intervention sessions. Results A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AAC-MOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS. Supplemental Material https://doi.org/10.23641/asha.10093538

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.

Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology

2021 ◽  
pp. 1-16
Author(s):  
Natalie Munro ◽  
Elise Baker ◽  
Sarah Masso ◽  
Lynn Carson ◽  
Taiying Lee ◽  
...  
Keyword(s):  
Vocabulary Acquisition ◽  
Single Case ◽  
Multiple Baseline ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Vocabulary Size ◽  
Late Talkers ◽  
Lexical Learning ◽  
Speech Assessment ◽  
Target Words

Purpose This study examined the effect of Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment on toddlers' expressive vocabulary and phonology. Parent acceptability of VAULT treatment was also considered. Method We used a nonconcurrent multiple baseline single case experimental design with three late talking toddlers aged 21–25 months. The treatment was delivered twice weekly in 30-min sessions for 8 weeks by a rotating team of four speech-language pathologists. Toddlers heard three of their 10 strategically selected target words a minimum of 64 times in play activities each session. Expressive vocabulary and phonology was assessed pre–post, with parent interviews conducted posttreatment. Results All toddlers increased production of target words and expressive vocabulary. Ambient expressive vocabulary size increased by an average of 16 words per week (range of 73–169 words learned over the treatment period). On a 20-item, single-word speech assessment, the toddlers' phonetic inventories increased on average from three to seven consonants, and five to eight vowels. Two toddlers used protowords pretreatment, which were replaced by recognizable attempts at words posttreatment. Parents reported the treatment was acceptable for the child and their family with future consideration of parent-based delivery of the treatment in the home. Conclusions The results of this treatment provide further evidence of a model of intervention informed by the principles of implicit learning, and the interconnectedness of phonological and lexical learning. Investigation is required to establish the efficacy and feasibility of VAULT in clinical contexts. Supplemental Material https://doi.org/10.23641/asha.14714733

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.

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.

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