Studies in MTSS Problem Solving: Improving Response to a Pre-Kindergarten Supplemental Vocabulary Intervention

Autor/inn/en	Kong, Na Young; Carta, Judith J.; Greenwood, Charles R.
Titel	Studies in MTSS Problem Solving: Improving Response to a Pre-Kindergarten Supplemental Vocabulary Intervention
Quelle	In: Topics in Early Childhood Special Education, 41 (2021) 2, S.86-99 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Greenwood, Charles R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419843995
Schlagwörter	Problem Solving; Response to Intervention; Evidence Based Practice; Student Needs; Positive Behavior Supports; Student Behavior; Preschool Education; Preschool Children; Program Effectiveness; Literacy Education; Vocabulary Development; Urban Schools; At Risk Students; English Language Learners; Spanish Speaking; Technology Uses in Education; Skill Development; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Problemlösen; Student behaviour; Schülerverhalten; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Wortschatzarbeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	A tenet of the Multi-Tiered System of Supports (MTSS) is that even evidence-based interventions will not be effective with all children. We examined preschool children's response to a supplemental literacy intervention ("Story Friends") in two classrooms. Children with weak vocabulary skills were identified and received the intervention. The extremes in children's response to "Story Friends" ranged from highly effective to very ineffective. In one classroom, three children who were not responsive to "Story Friends" received additional intervention components. Two of these children acquired new vocabulary words at rates comparable to highly responsive peers receiving "Story Friends" only, and greater than peers in both classrooms not receiving additional support. The third child was dropped due to refusal to attend sessions. Children's lack of learning the control words demonstrated that their progress on the taught words was not due simply to listening to the words read in the stories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01