New Foundations for Multi-Tiered Systems of Support

Clark, Alison G.; Dockweiler, Katherine A.

doi:10.4324/9780429023712-2

Cited by 3 publications

(4 citation statements)

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“…Unique characteristics of ECE service systems should be leveraged for designing plausible SEE-KS-EC implementation strategies. Second, the proposed low-resource-intensive, transdiagnostic intervention should be incorporated within a comprehensive multitiered system of support (MTSS) framework, providing a hierarchy of tiered interventions that vary by intensity, frequency, and degree of individualization (Carta & Young, 2019). MTSS frameworks have been developed to ensure a rapid, flexible, and effective response in addressing children’s learning needs in the areas of early mathematics, language, literacy, and challenging behaviors (Division for Early Childhood (DEC), 2021; Shepley & Grisham-Brown, 2019).…”

Section: Discussionmentioning

confidence: 99%

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings

Siller,

Morgan,

Fuhrmeister

et al. 2023

Autism

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Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed. Lay Abstract Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study evaluates the feasibility and acceptability of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with a broad range of social-communication challenges in authentic preschool classrooms. The intervention consists of four asynchronous online modules and three synchronous coaching sessions. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms from private childcare, Head Start, and public Pre-K programs. Results reveal high levels of Social Emotional Engagement-Knowledge & Skills-Early Childhood feasibility, with 9 out of 10 feasibility benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student–teacher relationship, social-communication competencies). This research prepares a subsequent, larger effectiveness-implementation hybrid trial (Type 1) that investigates the effectiveness of Social Emotional Engagement-Knowledge & Skills-Early Childhood for improving child outcomes and explores facilitators and barriers of program implementation and sustainability.

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Section: Discussionmentioning

confidence: 99%

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings

Siller,

Morgan,

Fuhrmeister

et al. 2023

Autism

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“…General outcome measures (GOMS) are a category of direct assessment that are designed to be sensitive to the effects of intervention and can be administered for both seasonal screening and for progress monitoring (Fuchs & Deno, 1991). GOMS have become widely used in multitiered systems of support (MTSS) to identify students who are falling below benchmark levels of performance and would benefit from targeted instructional support (Carta & Miller Young, 2019). The current study was conducted as part of a larger federally funded project to develop the progress monitoring component of the Individual Growth and Development Indicators en Español (IGDIs–E).…”

Section: The Current Study—general Outcome Measuresmentioning

confidence: 99%

Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction

Durán¹,

Wackerle-Hollman

Miranda

et al. 2022

Learn Disabil Res Pract

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Studying the oral language growth of Spanish-speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms across 5 states and the associations of growth in each language to language of instruction and home language exposure. Patterns indicate the need for Spanish instruction to maintain robust rates of Spanish growth and English growth rates in Spanish, bilingual, and English-only instruction. Significant differences in English and Spanish oral language abilities were also noted at the intercept between children who were Spanish dominant versus balanced bilinguals. Implications for research and practice are provided.

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“…In theory, researchers agree that identifying the individualized instructional needs of each preschool child and delivering appropriate interventions improves children’s school readiness (Carta & Miller-Young, 2019). However, translating theoretical approaches into daily classroom practices is rather difficult to do well, resulting in unsystematic implementation of MTSS in early childhood (Wackerle-Hollman et al, 2021).…”

Section: Measuring Preschoolers’ Performance and Progress Across Deve...mentioning

confidence: 99%

“…While interest in implementing MTSS in early state-wide childhood education programs continues to grow (Wackerle-Hollman et al, 2021), implementation barriers, including lack of funding, administrative support, evidence-based practice curricula, and psychometrically sound measures persist (Greenwood et al, 2011). Thus, there is an ongoing effort to provide the resources needed to implement MTSS effectively in preschool classrooms (Carta & Miller-Young, 2019; Wackerle-Hollman et al, 2021). Over the last decade, researchers developed a number of measures, data management systems, data-interpretation and decision-making tools, and decision-making processes (e.g., Individual Growth and Development Indicators, Wackerle-Hollman et al, 2015; The Child Observation Record, Wakabayashi et al, 2019).…”

mentioning

confidence: 99%

Psychometric Properties of a Preschool Language, Literacy, and Behavior Screener

Seven

Dedrick

Madsen

et al. 2022

Journal of Psychoeducational Assessment

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This study investigated the psychometric properties of the Preschool Language, Literacy, and Behavior Screener (PLLB-S). We examined and tested the factor structure of the PLLB-S using exploratory and confirmatory factor analyses. We further conducted internal consistency, concurrent validity, and predictive validity analyses and evaluated teacher satisfaction using PLLB-S. Our factor analyses resulted in 22 items distributed among three subscales with high internal consistency: Oral language, emergent literacy, and behavior skills. The PLLB-S and its subscales correlated moderately to strongly with standardized measures. The emergent literacy of the PLLB-S was the only subscale that significantly predicted children’s later vocabulary knowledge. Preschool teachers reported high satisfaction with the content and purpose of the questionnaire. We concluded that this tool with sound psychometric properties can potentially help increase the feasibility and efficiency of implementing standardized assessments in MTSS frameworks in preschool classrooms.

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New Foundations for Multi-Tiered Systems of Support

Cited by 3 publications

References 1 publication

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings

Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction

Psychometric Properties of a Preschool Language, Literacy, and Behavior Screener

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