The Use of Audio Prompting to Assist Mothers with Limited English Proficiency in Tutoring their Pre-Kindergarten Children on English Vocabulary

Cooke, Nancy L.; Mackiewicz, Sara Moore; Wood, Charles L.; Helf, Shawnna

doi:10.1353/etc.0.0057

Cited by 14 publications

(4 citation statements)

References 14 publications

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“…To address the first research question, we examined how social validity was defined, framed, and addressed within each study. Across studies, no definition of social validity was explicitly given, and researchers in only three studies specifically identified the construct using the term social validity (Cooke et al, 2009;Hammer & Sawyer, 2016;Peredo et al, 2017). Researchers addressed and evaluated the following constructs relevant to Wolf's (1978) definition of social validity, including acceptance, enjoyment, satisfaction, perceived effectiveness, feasibility, and sustainability.…”

Section: Social Validity Considerationsmentioning

confidence: 99%

“…Not all recipients or agents of the intervention in each study provided information on social validity. Researchers in only five studies reported that social validity information was collected from all adult recipients (Cooke et al, 2009;Hammer & Sawyer, 2016;Ijalba, 2015;Lim & Cole, 2002;Peredo et al 2017). In the remaining studies where researchers collected social validity data from adults (Bernhard et al, 2008;Boyce et al 2010;Caesar & Nelson, 2014;Roberts, 2008), it was unclear whether all adult participants or only a portion of the adult participants provided information for social validity measurements.…”

Section: Social Validity Measurementmentioning

confidence: 99%

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Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature

Larson

An²,

Wood³

et al. 2020

Topics in Early Childhood Special Education

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The social validity of intervention research has been emphasized in special education and related fields for decades. There is relatively little focus on social validity that considers culturally and linguistically diverse populations. Eleven articles met the inclusionary criteria for this systematic review and were evaluated to describe social validity in early language intervention research—specifically with young (birth through 5 years) dual language learners (DLLs). We examined how social validity was considered and addressed, how social validity was measured, and the results of social validity assessments. Definitions of social validity were generally vague, and researchers in most studies only considered social validity post intervention rather than prior to starting or during the interventions. Participants generally viewed interventions positively, but incomplete data were often reported.

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Section: Social Validity Considerationsmentioning

confidence: 99%

Section: Social Validity Measurementmentioning

confidence: 99%

Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature

Larson

An²,

Wood³

et al. 2020

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

show abstract

“…It is this mobility and access that makes technology so advantageous. For instance, using a talking photo album, Cooke, Mackiewicz, Wood, and Helf (2009) taught mothers with limited English proficiency to teach English vocabulary to their pre-kindergarten children. The researchers provided mothers with a simple device that allowed them to insert photographs and record the names of the photographs in Spanish and English.…”

Section: Technologymentioning

confidence: 99%

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

Rivera

Jimenez

Baker

et al. 2016

PDERS

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Abstract:The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.

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“…to deliver a brief, focused intervention that provides additional opportunities for students to receive instruction and practice with key academic skills. Parent tutoring has been effective in (1) improving math skills in students at risk for math problems (Heller & Fantuzzo, 1993); (2) increasing reading skills in students with attention-deficit/hyperactivity disorder (ADHD; Hook & DuPaul, 1999); (3) improving reading and vocabulary skills of students who have limited English proficiency (Cooke et al, 2009;Kupzyk et al, 2011b;); and (4) increasing reading skills in students at-risk for or identified with learning disabilities (Doǧanay Bilgi, 2020;Erion & Hardy, 2019;Gortmaker et al, 2007;Kupzyk & Daly, 2017;Persampieri et al, 2006;Valleley et al, 2005;Zhou et al, 2019). Parent tutoring can promote skill generalization and maintenance as students have more opportunities to respond to multiple exemplars and with diverse instructors.…”

mentioning

confidence: 99%

Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions

Kupzyk

LaBrot

2021

Behav Analysis Practice

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Students with disabilities are less likely to be proficient with basic academic skills compared to peers, indicating a need for more quality instructional time. Parent tutoring has been identified as a promising practice for supplementing instruction to improve child outcomes. However, educators are not sufficiently prepared to collaborate with and provide guidance to parents in how to support academic goals at home. We describe how an academic assessment and intervention clinic trains future school personnel to work with families to develop and implement explicit instruction parent tutoring interventions. A case example illustrates the process. Keywords parent tutoring . academic interventions . explicit instructionNational data indicate that less than one fourth of children are proficient with reading, writing, and math (National Assessment of Educational Progress (NAEP), 2011, 2020). The results for children with disabilities is even more concerning, with large discrepancies in performance compared to students without disabilities. For example, fourth graders with disabilities scored 42 points lower in reading and 31 points lower in math than peers without disabilities, with similar outcomes at the eighth-grade level. Overall, there is a need for more intense, explicit instruction for children with disabilities to increase academic performance that is coordinated across home and school settings to increase goal attainment.Meaningful home-school collaboration is associated with benefits for children with disabilities (e.g., improved learning outcomes, attendance), their families (e.g., higher self-efficacy for helping, lower stress), and their teachers (e.g., higher selfefficacy, increased retention/job satisfaction; Garbacz et al. 2017;Marotz & Kupzyk, 2018). Given these benefits, it is not surprising that parental involvement is mentioned and * Sara Kupzyk

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The Use of Audio Prompting to Assist Mothers with Limited English Proficiency in Tutoring their Pre-Kindergarten Children on English Vocabulary

Cited by 14 publications

References 14 publications

Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature

Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions

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