How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty

2012 ◽  
pp. 113-124
Author(s):  
Roland H. Good ◽  
Ruth A. Kaminski ◽  
Hank Fien ◽  
Kelly A. Powell-Smith ◽  
Kelli D. Cummings
Keyword(s):  
Early Intervention ◽  
Progress Monitoring ◽  
Reading Difficulty

Specific Learning Disabilities

2016 ◽  
pp. 170-205
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

Specific Learning Disabilities

2020 ◽  
pp. 320-355
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers

2021 ◽  
pp. 105381512110575
Author(s):  
Charles R. Greenwood ◽  
Susan Higgins ◽  
Meaghan McKenna ◽  
Jay Buzhardt ◽  
Dale Walker ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Growth And Development ◽  
Universal Screening ◽  
Progress Monitoring ◽  
Individual Growth ◽  
Evidence Based Practices ◽  
Program Staff ◽  
Development Indicators ◽  
Play Partner

Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child’s performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children’s scores from in-person versus remote protocols is reported, as well as caregivers’ and program staff’s preferences. Implications for remote early childhood services are discussed.

Leveraging Joint Planning in Early Intervention: Documenting with Intentionality and Specificity

2022 ◽  
pp. 027112142110647
Author(s):  
Ann M. Mickelson ◽  
Rebecca Hoffman
Keyword(s):  
Early Intervention ◽  
Progress Monitoring ◽  
Participatory Action ◽  
Family Outcomes ◽  
Daily Routines ◽  
Coaching Strategies ◽  
Self Study ◽  
Joint Planning ◽  
Study Process ◽  
Part C Early Intervention

A family-capacity building approach to coaching, where providers support caregivers to embed identified strategies into daily routines and activities, is commonly embraced in Part C Early Intervention (EI). EI providers use several coaching strategies within this approach, yet few studies have reported process features, and coaching strategies are not well defined in the literature. We partnered in this Participatory Action Research (PAR) with current EI providers engaged in a year-long self-study process to provide an empirical account of one coaching strategy, joint planning, and related documentation. Our results indicate both providers and caregivers view documentation of joint planning as beneficial, highlight supports and challenges, and suggest that joint planning documentation holds significant promise for improving practice, data-based decision making, and progress monitoring of child and family outcomes including changes in caregiver capacity.

Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

2018 ◽  
Vol 44 (4) ◽  
pp. 241-255 ◽  
Author(s):  
Nathan H. Clemens ◽  
Yu-Yu Hsiao ◽  
Leslie E. Simmons ◽  
Oi-man Kwok ◽  
Emily A. Greene ◽  
...  
Keyword(s):  
Reading Skills ◽  
Progress Monitoring ◽  
Kindergarten Students ◽  
Reading Difficulty ◽  
Phoneme Segmentation ◽  
Computer Adaptive Test ◽  
Letter Naming ◽  
Adaptive Test ◽  
School Year ◽  
Letter Sound

Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who were considered to be at risk for reading difficulty at the start of kindergarten were monitored across the year with a set of paper-based progress monitoring measures and a computer-adaptive test. Dominance analyses were used to determine the extent to which each measure uniquely predicted year-end reading skills relative to other measures. Although the computer-adaptive test was the most dominant predictor at the start of the year over letter sound fluency, letter naming fluency, and phoneme segmentation fluency, letter sound fluency was most dominant by December. Measures of fluency reading real words administered across the second half of the year were dominant to all other assessments. The implications for measure selection are discussed.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

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