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Full-Text Articles in Psychology
Supporting Intervention Fidelity Of Dialogic Reading To Support Preschool Children’S Early Literacy Skills, Cara Dillon, Daniel Newman
Supporting Intervention Fidelity Of Dialogic Reading To Support Preschool Children’S Early Literacy Skills, Cara Dillon, Daniel Newman
Perspectives on Early Childhood Psychology and Education
Early literacy skills are key indicators of later reading success, and early literacy instruction in early childhood education can support both positive academic and behavioral child outcomes. Dialogic reading (DR) is an evidence-based intervention that targets early literacy skills like oral language, vocabulary, and print concepts. Although research suggests DR has the potential to impact the early literacy skills of young children, intervention fidelity must be maintained for the intervention to be effective. Two single case design studies were conducted in an early childhood setting that together examined (a) the effects of intervention supports on the intervention fidelity of educators …
Avoiding The Summer Slide: Tier One And Two Supports Targeting Early Readers, Sarah Harry
Avoiding The Summer Slide: Tier One And Two Supports Targeting Early Readers, Sarah Harry
Perspectives on Early Childhood Psychology and Education
For more than 100 years, the “summer slide,” or the learning losses by students following a long summer break have been well documented. On average, a typical student loses a little more than one month’s worth of skill across each academic area (e.g., language arts and mathematics) throughout the summer months. Research has also demonstrated that the “summer slide” has a particularly harmful impact on reading achievement of students from low-socioeconomic status (SES) backgrounds. The purpose of the present study was to investigate the effectiveness of a tiered system of support for oral reading fluency in early elementary school aged …
Aligning Classroom Management Strategies With A Social Emotional Learning Curriculum In Early Childhood, Jessica Kemp, Sara Whitcomb
Aligning Classroom Management Strategies With A Social Emotional Learning Curriculum In Early Childhood, Jessica Kemp, Sara Whitcomb
Perspectives on Early Childhood Psychology and Education
Traditionally, school-based preventative frameworks have been implemented in isolation with little consideration of alignment and integration of practices throughout the school day. The present study aims to address this gap by increasing school psychologists’ preventative involvement with consultation in early childhood school settings. Using an integrated approach through a multiple baseline design, four Head Start educators were trained in classroom management practices, to increase opportunities throughout the day for teaching, prompting, and reinforcing key skills taught through the Second Step Early Learning (SSEL) social emotional learning curriculum. Findings suggest that a brief professional development session (1-hour) followed by weekly performance …
Towards A Practical Behavior Analytic Multitiered Consultation Model For Early Childhood Educators, Zachary C. Labrot, Emily R. Defouw, Marshall Lundy, Kayla Mcvay, Andrew Rozsa, Brad A. Dufrene
Towards A Practical Behavior Analytic Multitiered Consultation Model For Early Childhood Educators, Zachary C. Labrot, Emily R. Defouw, Marshall Lundy, Kayla Mcvay, Andrew Rozsa, Brad A. Dufrene
Perspectives on Early Childhood Psychology and Education
Early childhood educators are in a critical position to support young children’s social-emotional, behavioral, and learning development, which can be accomplished through consistent use of evidence-based practices delivered in day-to-day interactions. However, early childhood educators may require support for implementing evidence-based practices. The purpose of this paper is to introduce a novel form of behavioral consultation for early childhood educators. Specifically, a behavior analytic multitiered consultation model in which implementation supports become increasingly more intensive is described. Rationale, implementation, evidence-base, and implications for practice and research are described. Finally, this paper concludes with an empirical case study to illustrate this …
School-Based Consultation To Promote Generalization Of Early Childhood Educators’ Evidence-Based Practices: A Meta-Analysis, Tyler E. Smith, Zachary Charles Labrot, Emily Maxime, Abbigail Lawson
School-Based Consultation To Promote Generalization Of Early Childhood Educators’ Evidence-Based Practices: A Meta-Analysis, Tyler E. Smith, Zachary Charles Labrot, Emily Maxime, Abbigail Lawson
Perspectives on Early Childhood Psychology and Education
Early childhood educators are tasked with supporting young children’s academic, behavioral, and social-emotional through the use of evidence-based practices (EBPs). Unfortunately, early childhood educators may struggle with consistent implementation of EBPs. When this occurs, school-based consultation may be beneficial in promoting early childhood educators’ use of effective classroom management practices and interventions. A critical aspect of school-based consultation is ensuring that early childhood educators generalize strategies they have been trained to use through consultation. However, the extent to which early childhood educators generalize skills trained through consultation across settings, children, and other evidence-based practices is unclear. Therefore, the purpose of …