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Greenwood CR, Carta JJ, Schnitz AG, Walker D, Gabriel D, Thompson V, Watson-Thompson J. Progress Toward a Multisectoral Community Intervention Approach to Prevention of the Word Gap. Behav Soc Issues 2021; 30:545-565. [PMID: 38624948 PMCID: PMC8677345 DOI: 10.1007/s42822-021-00074-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/31/2021] [Indexed: 10/26/2022]
Abstract
Children learn language through the interactions they have with their parents/caregivers beginning at birth. Hart and Risley (1995) discovered an inequity in the home language input children received from parents/caregivers. Children reared in low-income families received less input (conversations, turns) from parents than did children reared in more advantaged families. Less language input was linked to a disparity in children's vocabulary learning by age 3. The long-term result of this social determinant of early language/literacy learning is a life trajectory of poor educational, economic, and health attainment for many children in families with limited resources, at vast cost to individuals, communities, and the nation. What is needed is an approach to word-gap prevention that is capable of achieving positive individual, community, and population outcomes. Translating research into practice, we developed the Bridging the Word Gap Community Action Planning Guide (BWG-CAPG) using a combined behavior-analytic, community psychology, and public health framework for this purpose (Greenwood et al., 2017). We also developed a progress-monitoring measure, the online BWG Community Check Box Evaluation System, to provide feedback on a community's actions and progress in implementing their plan. Results from an initial pilot investigation within and across three community sectors in a large urban city were promising. BWG Community Check Box results indicated a number of desired outcomes: (a) capacity development and mobilization, (b) community implementation actions, and (c) community changes in practices, programs, and policies. Implications are discussed.
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Affiliation(s)
- Charles R. Greenwood
- Bridging the Word Gap Research Network Partners, Juniper Gardens Children’s Project, Kansas City, Kansas USA
| | - Judith J. Carta
- Bridging the Word Gap Research Network Partners, Juniper Gardens Children’s Project, Kansas City, Kansas USA
| | - Alana G. Schnitz
- Bridging the Word Gap Research Network Partners, Juniper Gardens Children’s Project, Kansas City, Kansas USA
| | - Dale Walker
- Bridging the Word Gap Research Network Partners, Juniper Gardens Children’s Project, Kansas City, Kansas USA
| | - Dola Gabriel
- Center for Community Health and Development, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS 66045 USA
| | - Valerie Thompson
- Center for Community Health and Development, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS 66045 USA
| | - Jomella Watson-Thompson
- Center for Community Health and Development, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS 66045 USA
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Greenwood CR, Walker D, Carta JJ, Higgins SK. Developing a General Outcome Measure of Growth in the Cognitive Abilities of Children 1 to 4 Years Old: The Early Problem-Solving Indicator. School Psychology Review 2019. [DOI: 10.1080/02796015.2006.12087960] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Charles R. Greenwood
- Juniper Gardens Children's Project, Early Childhood Research Institute for Measuring Growth and Development, University of Kansas
| | - Dale Walker
- Juniper Gardens Children's Project, Early Childhood Research Institute for Measuring Growth and Development, University of Kansas
| | - Judith J. Carta
- Juniper Gardens Children's Project, Early Childhood Research Institute for Measuring Growth and Development, University of Kansas
| | - Susan K. Higgins
- Juniper Gardens Children's Project, Early Childhood Research Institute for Measuring Growth and Development, University of Kansas
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Affiliation(s)
- Charles R. Greenwood
- Juniper Gardens Children's Project, Bureau of Child Research, University of Kansas
| | - Judith J. Carta
- Juniper Gardens Children's Project, Bureau of Child Research, University of Kansas
| | - R. Vance Hall
- Juniper Gardens Children's Project, Bureau of Child Research, University of Kansas
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Luze GJ, Linebarger DL, Greenwood CR, Carta JJ, Walker D, Leitschuh C, Atwater JB. Developing a General Outcome Measure of Growth in the Expressive Communication of Infants and Toddlers. School Psychology Review 2019. [DOI: 10.1080/02796015.2001.12086122] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Gayle J. Luze
- Early Childhood Research Institute for Measuring Growth and Development Juniper Gardens Children's Project, University of Kansas
| | - Deborah L. Linebarger
- Early Childhood Research Institute for Measuring Growth and Development Juniper Gardens Children's Project, University of Kansas
| | - Charles R. Greenwood
- Early Childhood Research Institute for Measuring Growth and Development Juniper Gardens Children's Project, University of Kansas
| | - Judith J. Carta
- Early Childhood Research Institute for Measuring Growth and Development Juniper Gardens Children's Project, University of Kansas
| | - Dale Walker
- Early Childhood Research Institute for Measuring Growth and Development Juniper Gardens Children's Project, University of Kansas
| | - Carol Leitschuh
- Early Childhood Research Institute for Measuring Growth and Development Juniper Gardens Children's Project, University of Kansas
| | - Jane B. Atwater
- Early Childhood Research Institute for Measuring Growth and Development Juniper Gardens Children's Project, University of Kansas
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Affiliation(s)
- Charles R. Greenwood
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Barbara Terry
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Janet Marquis
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Dale Walker
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
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Greenwood CR, Terry B, Utley CA, Montagna D, Walker D. Achievement, Placement, and Services: Middle School Benefits of Classwide Peer Tutoring used at the Elementary School. School Psychology Review 2019. [DOI: 10.1080/02796015.1993.12085669] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | - Barbara Terry
- Juniper Gardens Children's Project University of Kansas
| | | | | | - Dale Walker
- Juniper Gardens Children's Project University of Kansas
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Affiliation(s)
| | - Betty T. Horton
- Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Cheryl A. Utley
- Schiefelbusch Institute for Life Span Studies University of Kansas
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Greenwood CR, Schnitz AG, Irvin D, Tsai SF, Carta JJ. Automated Language Environment Analysis: A Research Synthesis. Am J Speech Lang Pathol 2018; 27:853-867. [PMID: 29594313 PMCID: PMC7242915 DOI: 10.1044/2017_ajslp-17-0033] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2017] [Revised: 07/11/2017] [Accepted: 11/29/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE The Language Environment Analysis (LENA®) represents a breakthrough in automatic speech detection because it makes one's language environment, what adults and children actually hear and say, efficiently measurable. The purpose of this article was to examine (a) current dimensions of LENA research, (b) LENA's sensitivity to differences in populations and language environments, and (c) what has been achieved in closing the Word Gap. METHOD From electronic and human searches, 83 peer-reviewed articles using LENA were identified, and 53 met inclusionary criteria and were included in a systematic literature review. Each article reported results of 1 study. RESULTS Originally developed to make natural language research more efficient and feasible, systematic review identified a broad landscape of relevant LENA findings focused primarily on the environments and communications of young children but also older adults and teachers. LENA's automated speech indicators (adult input, adult-child interaction, and child production) and the audio environment were shown to meet high validity standards, including accuracy, sensitivity to individual differences, and differences in populations, settings, contexts within settings, speakers, and languages. Researchers' own analyses of LENA audio recordings have extended our knowledge of microlevel processes in adult-child interaction. To date, intervention research using LENA has consisted of small pilot experiments, primarily on the effects of brief parent education plus quantitative linguistic feedback to parents. CONCLUSION Evidence showed that automated analysis has made a place in the repertoire of language research and practice. Implications, limitations, and future research are discussed.
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Affiliation(s)
| | - Alana G. Schnitz
- Juniper Gardens Children's Project, The University of Kansas, Kansas City
| | - Dwight Irvin
- Juniper Gardens Children's Project, The University of Kansas, Kansas City
| | | | - Judith J. Carta
- Juniper Gardens Children's Project, The University of Kansas, Kansas City
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Greenwood CR, Bradfield T, Kaminski R, Linas M, Carta JJ, Nylander D. The Response to Intervention (RTI) Approach in Early Childhood. ACTA ACUST UNITED AC 2017. [DOI: 10.17161/fec.v43i9.6912] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
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Gilkerson J, Richards JA, Warren SF, Montgomery JK, Greenwood CR, Kimbrough Oller D, Hansen JHL, Paul TD. Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. Am J Speech Lang Pathol 2017; 26:248-265. [PMID: 28418456 PMCID: PMC6195063 DOI: 10.1044/2016_ajslp-15-0169] [Citation(s) in RCA: 135] [Impact Index Per Article: 19.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2015] [Revised: 04/05/2016] [Accepted: 10/31/2016] [Indexed: 05/24/2023]
Abstract
PURPOSE This research provided a first-generation standardization of automated language environment estimates, validated these estimates against standard language assessments, and extended on previous research reporting language behavior differences across socioeconomic groups. METHOD Typically developing children between 2 to 48 months of age completed monthly, daylong recordings in their natural language environments over a span of approximately 6-38 months. The resulting data set contained 3,213 12-hr recordings automatically analyzed by using the Language Environment Analysis (LENA) System to generate estimates of (a) the number of adult words in the child's environment, (b) the amount of caregiver-child interaction, and (c) the frequency of child vocal output. RESULTS Child vocalization frequency and turn-taking increased with age, whereas adult word counts were age independent after early infancy. Child vocalization and conversational turn estimates predicted 7%-16% of the variance observed in child language assessment scores. Lower socioeconomic status (SES) children produced fewer vocalizations, engaged in fewer adult-child interactions, and were exposed to fewer daily adult words compared with their higher socioeconomic status peers, but within-group variability was high. CONCLUSIONS The results offer new insight into the landscape of the early language environment, with clinical implications for identification of children at-risk for impoverished language environments.
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Affiliation(s)
| | | | | | - Judith K. Montgomery
- Department of Communication Sciences and Disorders, Chapman University, Orange, CA
| | | | - D. Kimbrough Oller
- School of Communication Sciences and Disorders and Institute for Intelligent Systems, University of Memphis, TN
- Konrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria
| | - John H. L. Hansen
- School of Engineering and Computer Science, University of Texas at Dallas
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Gilkerson J, Richards JA, Warren SF, Montgomery JK, Greenwood CR, Kimbrough Oller D, Hansen JHL, Paul TD. Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. Am J Speech Lang Pathol 2017; 26:248-265. [PMID: 28418456 DOI: 10.1044/2016_ajslp-15-016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Subscribe] [Scholar Register] [Received: 10/29/2015] [Accepted: 10/31/2016] [Indexed: 05/22/2023]
Abstract
PURPOSE This research provided a first-generation standardization of automated language environment estimates, validated these estimates against standard language assessments, and extended on previous research reporting language behavior differences across socioeconomic groups. METHOD Typically developing children between 2 to 48 months of age completed monthly, daylong recordings in their natural language environments over a span of approximately 6-38 months. The resulting data set contained 3,213 12-hr recordings automatically analyzed by using the Language Environment Analysis (LENA) System to generate estimates of (a) the number of adult words in the child's environment, (b) the amount of caregiver-child interaction, and (c) the frequency of child vocal output. RESULTS Child vocalization frequency and turn-taking increased with age, whereas adult word counts were age independent after early infancy. Child vocalization and conversational turn estimates predicted 7%-16% of the variance observed in child language assessment scores. Lower socioeconomic status (SES) children produced fewer vocalizations, engaged in fewer adult-child interactions, and were exposed to fewer daily adult words compared with their higher socioeconomic status peers, but within-group variability was high. CONCLUSIONS The results offer new insight into the landscape of the early language environment, with clinical implications for identification of children at-risk for impoverished language environments.
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Affiliation(s)
| | | | | | - Judith K Montgomery
- Department of Communication Sciences and Disorders, Chapman University, Orange, CA
| | | | - D Kimbrough Oller
- School of Communication Sciences and Disorders and Institute for Intelligent Systems, University of Memphis, TNKonrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria
| | - John H L Hansen
- School of Engineering and Computer Science, University of Texas at Dallas
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Greenwood CR, Carta JJ, Walker D, Watson-Thompson J, Gilkerson J, Larson AL, Schnitz A. Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap. Clin Child Fam Psychol Rev 2017; 20:3-24. [PMID: 28150059 DOI: 10.1007/s10567-017-0223-8] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Goldstein H, Olszewski A, Haring C, Greenwood CR, McCune L, Carta J, Atwater J, Guerrero G, Schneider N, McCarthy T, Kelley ES. Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development. J Speech Lang Hear Res 2017; 60:89-103. [PMID: 28056468 PMCID: PMC6195054 DOI: 10.1044/2016_jslhr-l-15-0451] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2015] [Revised: 03/24/2016] [Accepted: 05/10/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills. METHOD A cluster randomized design with 104 preschool-age children in 39 classrooms was used to determine the efficacy of a supplemental PA curriculum, PAth to Literacy. The curriculum consists of 36 daily scripted 10-min lessons with interactive games designed to teach PA and alphabet skills. A vocabulary intervention (Story Friends), which also uses a small-group format, served as the comparison condition. RESULTS Multilevel modeling indicated that children in the experimental condition demonstrated significantly greater gains on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) First Sound Fluency (Dynamic Measurement Group, 2006) and Word Parts Fluency (Kaminski & Powell-Smith, 2011) measures. Educational relevance was evident: 82% of the children in the experimental condition met the kindergarten benchmark for First Sound Fluency compared with 34% of the children in the comparison condition. Teachers reported overall satisfaction with the lessons. CONCLUSIONS Results indicated that the vast majority of children demonstrating early literacy delays in preschool may benefit from a supplemental PA curriculum that has the potential to prevent reading difficulties as children transition to kindergarten.
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Affiliation(s)
- Judith J. Carta
- Juniper Gardens Children's Project, Bureau of Child
Research, University of Kansas
| | - Charles R. Greenwood
- Juniper Gardens Children's Project, Bureau of Child
Research, University of Kansas
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Abstract
Nine children with low levels of peer interaction at school were given repeated exposure to treatment in this study of behavior maintenance. Five of these children had received previous intervention for social withdrawal; theremaining four children had not. Intervention (social skills tutoring and arecess-based point system) was alternated with reversals to determine whether maintenance effects would accumulate with repeated exposure to treatment. Four of the five previously treated subjects were interacting within normative levels of social behavior following three treatment "booster shots." Only one previously untreated subject showed a similar effect. Teacher, parent, and peer ratings showed improvement for both groups. It appears that a treatment "booster shot" strategy might facilitate maintenance of interactive behavior for children previously treated for social withdrawal. These findings are discussed in terms of social entrapment and social validation.
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Greenwood CR, Walker D, Buzhardt J, J. Howard W, McCune L, Anderson R. Evidence of a Continuum in Foundational Expressive Communication Skills. Early Child Res Q 2013; 28:540-554. [PMID: 24882940 PMCID: PMC4036115 DOI: 10.1016/j.ecresq.2013.02.006] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Progress monitoring measurement is increasingly needed in early childhood to inform practitioners when an intervention change is needed and as a tool for accomplishing individualization and improving results for individual children. The Early Communication Indicator (ECI) is such a measure for infants and toddlers, 6 to 42 months of age. A greater understanding of the ECI key skills (i.e., gestures, vocalizations, single- and multiple-word utterances) could lead to further improvements in the sensitivity and utility of the decisions made compared to ECIs composite total communication score. Thus, we examined the pattern of growth within and between the ECI's four foundational skills in a large sample of children served in Early Head Start. Results confirmed a unique pattern of growth and change within each skill trajectory in terms of (a) age at skill onset and (b) peaks in each trajectory defining an inflection point or change from acceleration to deceleration. Analyses using these inflection points as intercepts with before and after trajectory slopes in a test of an adjacent skills temporal ordering growth model indicated good fit. Implications of a continuum of foundational ECI skills to future validation and decision making utility of the measure are discussed.
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Greenwood CR, Carta JJ, Atwater J, Goldstein H, Kaminski R, McConnell S. Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed? Topics Early Child Spec Educ 2013; 33:48-64. [PMID: 24899769 PMCID: PMC4041200 DOI: 10.1177/0271121412455438] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed.
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Kohler FW, Greenwood CR. Toward a technology of generalization: The identification of natural contingencies of reinforcement. Behav Anal 2012; 9:19-26. [PMID: 22478644 DOI: 10.1007/bf03391926] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Applied behavior analysts have directed a growing effort towards the development of a technology for behavioral generalization and maintenance over the past decade. Among the list of potential generalization promoters thought to exist is the natural contingency of social reinforcement (i.e., a behavioral trap) for new behavior in its untrained form or setting, or over time. Although past researchers have noted a need to program for the generalization and maintenance of behavior change, the current understanding of behavioral traps precludes the use of these contingencies to support behavioral changes when interventions are not in operation. This article describes five forms of evidence useful for the identification and analysis of natural contingencies of reinforcement. Examples from the applied research literature are provided to illustrate the kinds of studies that would greatly enhance our knowledge of behavioral traps and improve our ability to understand and program the generalization of trained behaviors across diverse forms and settings, and over time.
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Buzhardt J, Walker D, Greenwood CR, Heitzman-Powell L. Using Technology to Support Progress Monitoring and Data-Based Intervention Decision Making in Early Childhood: Is There an App for That? ACTA ACUST UNITED AC 2012. [DOI: 10.17161/foec.v44i8.6914] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Abstract
School-wide Response to Intervention (RTI) services are growing in prevalence in U.S. schools. Most advanced are RTI programs in elementary schools, with preschool and secondary education programs beginning to discuss, develop, and experiment with school-wide RTI. At its heart, RTI seeks to account for individual differences in student learning success by discovering the instructional situations in which each student learns best and providing them for all who need them. RTI is an early intervening approach to the prevention of learning and behavior problems before they become disabilities later. The implementation of school-wide RTI approaches reorganizes school ecology at multiple levels and when implemented with fidelity, RTI schools have a distinctive "ecological footprint" that differentiates them from traditional, non-RTI schools. Implementers of RTI need consultation that provides them with information on the structure and function of their programs for use in problem solving and decision making. The purpose of this paper is to describe RTI and illustrate an ecobehavioral approach to providing RTI school staff with information they need.
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Affiliation(s)
| | - Joung Min Kim
- Juniper Gardens Children's Project, University of Kansas
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Buzhardt J, Greenwood CR, Walker D, Anderson R, Howard W, Carta JJ. Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children's Expressive Communication. ACTA ACUST UNITED AC 2011. [DOI: 10.1080/15240754.2011.587614] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Jay Buzhardt
- a University of Kansas, Juniper Gardens Children's Project
| | | | - Dale Walker
- a University of Kansas, Juniper Gardens Children's Project
| | - Rawni Anderson
- a University of Kansas, Juniper Gardens Children's Project
| | - Waylon Howard
- a University of Kansas, Juniper Gardens Children's Project
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Affiliation(s)
- Jay Buzhardt
- a University of Kansas, Juniper Gardens Children's Project
| | - Dale Walker
- a University of Kansas, Juniper Gardens Children's Project
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Greenwood CR, Bradfield T, Kaminski R, Linas M, Carta JJ, Nylander D. The Response to Intervention (RTI) Approach in Early Childhood. ACTA ACUST UNITED AC 2011. [DOI: 10.17161/foec.v43i9.6912] [Citation(s) in RCA: 106] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Abstract
The effects of a training procedure and two maintenance contingencies on consequence-dispensing behavior were investigated. Four peer behavior managers were trained to supervise small groups of subjects (four to six per group) working in programmed math materials and were compared with a teacher skilled in the use of social and point reinforcement and response cost. Manager training was differentially effective in accelerating manager's rates of appropriate social and point dispensing. Having manager reinforcement contingent upon manager consequence-dispensing resulted in moderately higher rates of appropriate social and point dispensing for three of four subjects than did having manager reinforcement contingent upon group study behavior. Two managers exposed to the group performance contingency before the manager performance contingency increased inappropriate social and point-dispensing behaviors to pretraining baseline levels. Subsequent change to the manager performance contingency was effective in reducing the inappropriate dispensing behavior of only one of the two managers.
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Abstract
The relative effects of rules, rules + feedback, and rules + feedback + group and individual consequences for appropriate behavior were investigated in three elementary classrooms during reading and mathematics periods. The consequences were individual and group praise, and group activities. The total intervention package (rules + feedback + group and individual consequences) was most effective in increasing appropriate behavior. Rules + feedback produced increased appropriate behavior in two of the three classrooms. Rules alone produced no change in classroom behavior. Maintenance of appropriate classroom behavior was noted approximately three weeks after the program ended. Teacher's correct use of praise was also maintained for two of the three teachers at levels generated during the total package condition.
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Greenwood CR, Hops H, Walker HM, Guild JJ, Stokes J, Young KR, Keleman KS, Willardson M. Standardized classroom management program: Social validation and replication studies in Utah and Oregon. J Appl Behav Anal 2010; 12:235-53. [PMID: 16795604 PMCID: PMC1311366 DOI: 10.1901/jaba.1979.12-235] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.
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Affiliation(s)
- C R Greenwood
- Center at Oregon for Research in the Behavioral Education of the Handicapped, Behavior and Education Technology, Inc
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Greenwood CR, Alldridge LC, Sekharan SC, Al-Janabi K, Sauven P, Souchelnytskyi S. Identification of proteins and signalling pathways involved in neoadjuvant chemotherapy responsiveness of breast tumours using proteomics. Breast Cancer Res 2010. [PMCID: PMC2875602 DOI: 10.1186/bcr2537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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McVicar AJ, Greenwood CR, Fewell F, D'Arcy V, Chandrasekharan S, Alldridge LC. Evaluation of anxiety, salivary cortisol and melatonin secretion following reflexology treatment: A pilot study in healthy individuals. Complement Ther Clin Pract 2007; 13:137-45. [PMID: 17631256 DOI: 10.1016/j.ctcp.2006.11.001] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2006] [Revised: 11/03/2006] [Accepted: 11/03/2006] [Indexed: 11/23/2022]
Abstract
This pilot study sought to identify an appropriate methodology to investigate the impact of reflexology in healthcare settings. The study involved healthy volunteers to prevent unnecessary intervention to individuals who may already be experiencing health related trauma. Thirty participants underwent either reflexology or no treatment (control), in a cross-over experimental design. Self-reported anxiety (Spielberger STAI), cardiovascular parameters (BP and pulse rate) and salivary cortisol and melatonin concentrations were assessed before and after reflexology. Control data were obtained at the same time points in identical settings. Reflexology had a powerful anxiety-reduction effect ('state'; P<0.001) but no significant effect on underlying anxiety ('trait'). Cardiovascular parameters decreased (P<0.001). Baseline salivary cortisol and melatonin were not significantly correlated with STAI scores and did not change significantly following reflexology. Reflexology reduced 'state' anxiety and cardiovascular activity within healthy individuals, consistent with stress-reduction. Considering the connection between stress/anxiety and well being, the effects of reflexology may have beneficial outcomes for patients. These findings will be transferred to a study involving breast cancer patients where effects may be more pronounced particularly since cancer patients display disregulation of cortisol and melatonin secretion.
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Affiliation(s)
- A J McVicar
- Institute of Health and Social Care, Anglia Ruskin University, Bishop Hall Lane, Chelmsford, Essex, UK
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Abstract
Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. New measures for identifying students as early as kindergarten who are not acquiring early basic literacy skills make this possible. However, questions regarding exactly how to formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed. This paper describes first-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior, University of Kansas. The formulation of the experimental secondary-level intervention was guided by evidence supporting the efficacy of (a) small groups of 3 to 6 participating students and low student-teacher ratio combined with (b) explicit, phonics-based instruction. Selected curricula were Reading Mastery, Proactive Reading, Programmed Reading, and Read Well, use of which varied by choice across experimental-group schools. PBS was an additional intervention context in experimental schools. Comparison schools and first-grade teachers did not employ the three-tiered model, early screening, or PBS; most students were taught using conventional whole-group instruction, little or no individualization, and curricula with weak scientific evidence. Initial results indicate significantly larger growth for experimental secondary-level at-risk students than for comparisons. Experimental-group first graders not showing growth were those identified with disabilities or behavioral risks and English language learners. Implications are discussed.
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Affiliation(s)
- Debra M Kamps
- Department of Applied Behavioral Science, University of Kansas, USA
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Linebarger DL, Kosanic AZ, Greenwood CR, Doku NS. Effects of Viewing the Television Program Between the Lions on the Emergent Literacy Skills of Young Children. Journal of Educational Psychology 2004. [DOI: 10.1037/0022-0663.96.2.297] [Citation(s) in RCA: 57] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Greenwood CR, Ward SM, Luze GJ. The early communication indicator (ECI) for infants and toddlers: What it is, where it's been, and where it needs to go. ACTA ACUST UNITED AC 2003. [DOI: 10.1037/h0099995] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Carta JJ, Atwater JB, Greenwood CR, McConnell SR, McEvoy MA, Williams R. Effects of cumulative prenatal substance exposure and environmental risks on children's developmental trajectories. J Clin Child Psychol 2001; 30:327-37. [PMID: 11501250 DOI: 10.1207/s15374424jccp3003_5] [Citation(s) in RCA: 43] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
Examined the effects of cumulative prenatal substance exposure and cumulative environmental risk on the developmental trajectories of 278 infants, toddlers, and preschool children. Results indicated that both cumulative risk indexes were significantly correlated. Results also indicated that both indexes were related to decrements in developmental trajectories (intercept and slope) from 3 to 57 months of age. Both prenatal exposure and environmental risk added unique variance to the prediction of developmental level and rate of growth when entered after covariates (i.e., birth weight and sex). However, across a number of models with and without covariates, environmental risk accounted for more variance in developmental trajectories than did prenatal exposure. Implications are discussed.
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Affiliation(s)
- J J Carta
- Juniper Gardens Children's Project, University of Kansas, USA.
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Greenwood CR, Carta JJ, Hart B, Kamps D, Terry B, Arreaga-Mayer C, Atwater J, Walker D, Risley T, Delquadri JC. Out of the laboratory and into the community. 26 years of applied behavior analysis at the Juniper Gardens Children's Project. Am Psychol 1992. [PMID: 1482007 DOI: 10.1037//0003-066x.47.11.1464] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Application of Skinner's principles to socially significant human behavior had been well articulated by 1968 (Baer, Wolf, & Risley, 1968). Applications of these principles by Baer, Wolf, Risley, Hall, Hart, Christophersen, and their colleagues were in evidence as early as 1964 in the homes, schools, and clinics of inner-city Kansas City, Kansas, at the Juniper Gardens Housing Project. The work continues relatively uninterrupted, having contributed extensively to the literature of applied behavior analysis and the lives of community residents. This article describes the project and illustrates how applied behavioral research was initiated and extended, how the work addressed general concerns in psychology, and how it continues to address contemporary concerns within the community.
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Affiliation(s)
- C R Greenwood
- Juniper Gardens Children's Project, Schiefelbusch Institute for Life Span Studies, University of Kansas, Kansas City 66102
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Greenwood CR, Carta JJ, Hart B, Kamps D, Terry B, Arreaga-Mayer C, Atwater J, Walker D, Risley T, Delquadri JC. Out of the laboratory and into the community: 26 years of applied behavior analysis at the Juniper Gardens Children's Project. American Psychologist 1992; 47:1464-74. [PMID: 1482007 DOI: 10.1037/0003-066x.47.11.1464] [Citation(s) in RCA: 19] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Application of Skinner's principles to socially significant human behavior had been well articulated by 1968 (Baer, Wolf, & Risley, 1968). Applications of these principles by Baer, Wolf, Risley, Hall, Hart, Christophersen, and their colleagues were in evidence as early as 1964 in the homes, schools, and clinics of inner-city Kansas City, Kansas, at the Juniper Gardens Housing Project. The work continues relatively uninterrupted, having contributed extensively to the literature of applied behavior analysis and the lives of community residents. This article describes the project and illustrates how applied behavioral research was initiated and extended, how the work addressed general concerns in psychology, and how it continues to address contemporary concerns within the community.
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Affiliation(s)
- C R Greenwood
- Juniper Gardens Children's Project, Schiefelbusch Institute for Life Span Studies, University of Kansas, Kansas City 66102
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Abstract
We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.
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Affiliation(s)
- C R Greenwood
- Juniper Gardens Children's Project, University of Kansas
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Greenwood CR. CLASSWIDE PEER TUTORING: LONGITUDINAL EFFECTS ON THE READING, LANGUAGE, AND MATHEMATICS ACHIEVEMENT OF AT‐RISK STUDENTS. ACTA ACUST UNITED AC 1991. [DOI: 10.1080/0748763910070203] [Citation(s) in RCA: 26] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Abstract
A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single-subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures.
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Affiliation(s)
- F W Kohler
- Allegheny-Singer Research Institute, Pittsburgh, Pennsylvania 15212-9986
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Greenwood CR, Dinwiddie G, Bailey V, Carta JJ, Dorsey D, Kohler FW, Nelson C, Rotholz D, Schulte D. Field replication of classwide peer tutoring. J Appl Behav Anal 1987; 20:151-60. [PMID: 3610894 PMCID: PMC1285965 DOI: 10.1901/jaba.1987.20-151] [Citation(s) in RCA: 53] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
We conducted a large-scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri, & Hall, 1984). Two hundred and eleven inner-city students in four schools participated during their first- and second-grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes, & Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are discussed.
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Greenwood CR, Dinwiddie G, Terry B, Wade L, Stanley SO, Thibadeau S, Delquadri JC. Teacher- versus peer-mediated instruction: an ecobehavioral analysis of achievement outcomes. J Appl Behav Anal 1984; 17:521-38. [PMID: 6526770 PMCID: PMC1307973 DOI: 10.1901/jaba.1984.17-521] [Citation(s) in RCA: 86] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
In three experiments, we compared the effects of instructional arrangements that varied in: teacher versus peer mediators, methods used, levels of student academic responding generated, and content taught and tested. Instructional arrangements (i.e., tasks, structure, teacher position, teacher behavior) and students' levels of academic responding were measured by an observation system which served as an index of the independent variables. Students' accuracy on weekly spelling, arithmetic, and vocabulary tests and pre- and post-standardized achievement tests (Experiments 2 and 3 only) were the dependent variables. Results indicated that the classwide peer tutoring, compared to the teacher's procedure, produced more student academic responding and higher weekly test scores, regardless of treatment order or subject matter content (Experiment 1). The four lowest performing students in each class, in particular, benefited from peer tutoring, often performing as well as the other students. These findings were replicated in Experiments 2 and 3 wherein content taught/tested was also manipulated. Standardized test score gains were higher in those areas in which peer tutoring was used longest. Issues related to the functional analysis of instruction and achievement gain are discussed.
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Greenwood CR, Walker HM, Todd NM, Hops H. Normative and descriptive analysis of preschool free play social interaction rates. J Pediatr Psychol 1981; 6:343-67. [PMID: 7320821 DOI: 10.1093/jpepsy/6.4.343] [Citation(s) in RCA: 35] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023] Open
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Greenwood CR, Walker HM, Todd NM, Hops H. Selecting a cost-effective screening measure for the assessment of preschool social withdrawal. J Appl Behav Anal 1979; 12:639-52. [PMID: 120363 PMCID: PMC1311493 DOI: 10.1901/jaba.1979.12-639] [Citation(s) in RCA: 56] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The utility of teacher judgment (rankings, ratings) and peer judgment (sociometric ratings) were studied as screening variables for preschool social withdrawal/responsiveness. Observational measures of preschoolers' interaction were used as the validation criterion based upon theoretical, empirical, and practical considerations related to development of a multipurpose behavioral assessment system. Results indicated that teacher rankings of students' verbal interaction frequencies (1) were most highly correlated to interaction rate in two preschool settings, (2) had test-retest reliability consistently above Rho = .80, and (3) were useful in that 77% of teachers using this procedure could identify their least socially responsive student within five rankings. The peer nomination sociometric rating was the least reliable measure at retest (Rho = .35) and showed consistently the lowest correlation with observational indices of interaction partner preferences, e.g., reciprocal rate (Rho = .29 to .39). The tendency for relationships among screening measures and the criterion to increase at retest suggested a training effect on screening accuracy. The use of teacher rankings in combination with observational measures to confirm selection accuracy and for monitoring treatment progress is discussed as a cost-effective behavioral assessment procedure for preschool social withdrawal/responsiveness.
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Rusch FR, Walker HM, Greenwood CR. Experimenter calculation errors: a potential factor affecting interpretation of results1. J Appl Behav Anal 1975. [DOI: 10.1901/jaba.1975.8-460] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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