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Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Language & Communication
Session 4
p4.05 Effects of a Two-Tier Vocabulary Intervention on Preschoolers At-Risk and Not-at Risk for Reading Disabilities Presenting Author: Howard Goldstein (USA)
Affiliation: University of South Florida Co-Authors: Lindsey Peters-Sanders
We examined the efficacy of a supplemental curriculum to enhance vocabulary skills. Classrooms were randomly assigned to a story-based intervention with and without embedded explicit vocabulary instruction. At-Risk preschoolers with low language scores received Tier 1 (classroom-wide) and Tier 2 (small group) intervention and Not-at-Risk preschoolers received Tier 1 intervention. Pre- and post-intervention assessments of vocabulary knowledge were conducted over 12 weeks. We performed a two-way, between- subjects Analysis of Covariance with repeated measures using a multilevel modeling strategy to account for levels of clustering. Vocabulary learning was minimal among at-risk and not-at-risk children in the comparison classrooms. A significant improvement in vocabulary learning was evident for both the At-Risk children and Not-at-Risk children in the treatment classrooms, with a slight advantage among At-Risk children receiving both tiers of intervention. Tailoring tiers of intervention to children with different needs appears effective in producing comparable gains in vocabulary learning. p4.06 Enhancing Early Intervention Through Multilingual Communication Presenting Author: Alejandra Griffet (USA) Affiliation: University of Illinois Champaign - Urbana Co-Authors: Sarah Issacs, Jill Tompkins Providing early intervention services in multiple languages fosters equitable access and meaningful family engagement. This poster explores the critical role of multilingual communication in ensuring families understand and actively participate in their child’s developmental journey. Additionally, it highlights the need to integrate interpreters and translators as valued team members, creating a collaborative environment that bridges language gaps and enhances communication. Key strategies include identifying prevalent languages, training staff to collaborate effectively with interpreters and translators, and embedding language professionals as integral team members. These practices, implemented at the Early Intervention Clearinghouse at the University of Illinois, demonstrate how linguistic inclusivity transforms service delivery and improves family outcomes. By showcasing these approaches, the poster highlights the impact of creating a collaborative environment that bridges communication gaps and strengthens connections between families and providers. p4.07 Evaluation of Functional Communication Skills of Children With Special Needs in the Transition Process from Early Intervention to Preschool Presenting Author: Seda Küpeli (Turkey) Affiliation: Anadolu University Co-Authors: Hasan Gürgür, Hülya Ceren Tutuk Transition from early intervention to preschool education prepares the ground for children's social interactions and learning experiences in the following period. Functional communication skills are important for the qualified participation of children in the environment they transition to. At this point, it is thought that the evaluation of functional communication skills for children with special needs will contribute to the determination of individual communication needs and the provision of interventions appropriate to their needs. This study aimed to evaluate the functional communication skills of children in the transition from early intervention to preschool. A questionnaire was developed to assess the functional communication skills of young children with special needs in Turkey. The questionnaire data was collected based on the reports of the children's teachers. In this presentation, the results obtained from the study and suggestions for intervention strategies to support children's functional communication skills will be presented.
p4.08 Examining PM-IGDI Early Literacy Growth Rates for Preschoolers With Delays and Disabilities Presenting Author: Kristen Missall (USA) Affiliation: University of Washington Co-Authors: Robin Hojnoski, Alisha Wackerle-Hollman
Early literacy skill development (e.g., phonological awareness and alphabet knowledge) predicts later reading success. Understanding early literacy growth in preschool is key to promoting instruction because the focus is on performance over time, rather than a single point in time. Preschoolers with delays and disabilities who receive early literacy intervention are expected to make accelerated growth, but limited information exists about expected growth. Current approaches promote aimlines that project growth toward a next-season benchmark on measures of oral language, phonological awareness, alphabet knowledge, and comprehension. The purpose of this study was to estimate growth for preschoolers with delays and identified disabilities and additional early literacy risk (n = 132) on the Progress Monitoring Individual Growth and Developmental Indicators. For children with the lowest early literacy skills across domains of oral language, phonological awareness, alphabet knowledge, and comprehension, understanding their early literacy growth is essential for educators to support early reading success.
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