Technology to Guide Data-Driven Intervention Decisions: Effects on Language Growth of Young Children at Risk for Language Delay

Autor/inn/en	Buzhardt, Jay; Greenwood, Charles R.; Jia, Fan; Walker, Dale; Schneider, Naomi; Larson, Anne L.; Valdovinos, Maria; McConnell, Scott R.
Titel	Technology to Guide Data-Driven Intervention Decisions: Effects on Language Growth of Young Children at Risk for Language Delay
Quelle	In: Exceptional Children, 87 (2020) 1, S.74-91 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Buzhardt, Jay) ORCID (Greenwood, Charles R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402920938003
Schlagwörter	Data Analysis; Decision Making; Special Education; Infants; Toddlers; Comparative Analysis; Response to Intervention; Disadvantaged Youth; Preschool Education; At Risk Persons; Language Impairments; Delayed Speech; Language Acquisition; Parent Child Relationship; Standardized Tests; Formative Evaluation; Measures (Individuals); Communication Skills; Home Visits; Web Sites; Educational Strategies; Preschool Language Scale + Suchen Sie Ihr Suchwort? Auswertung; Decision-making; Entscheidungsfindung; Special needs education; Sonderpädagogik; Sonderschulwesen; Infant; Toddler; Toddlers; Kleinkind; Infants; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Risikogruppe; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachverzögerung; Sprachaneignung; Spracherwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Standadised tests; Standardisierter Test; Messdaten; Kommunikationsstil; Hausbesuch; Web-Design; Lehrstrategie
Abstract	Data-driven decision making (DDDM) helps educators identify children not responding to intervention, individualize instruction, and monitor response to intervention in multitiered systems of support (MTSS). More prevalent in K-12 special education, MTSS practices are emerging in early childhood. In previous reports, we described the Making Online Decisions (MOD) web application to guide DDDM for educators serving families with infants and toddlers in Early Head Start home-visiting programs. Findings from randomized control trials indicated that children at risk for language delay achieved significantly larger growth on the Early Communication Indicator formative language measure if their home visitors used the MOD to guide DDDM, compared to children whose home visitors were self-guided in their DDDM. Here, we describe findings from a randomized control trial indicating that these superior MOD effects extend to children's language growth on standardized, norm-referenced language outcomes administered by assessors who were blind to condition and that parents' use of language promotion strategies at home mediated these effects. Implications and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01