A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms

Abstract

The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide.

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

“…That is, while ratios exist to mandate the number of educators and children in any one space at any one time, the reality of busy early childhood education centres means that educators are engaging with larger numbers of children at any one time. Cunningham et al (2023) theorised that children's language outcomes may be achieved through a conceptually integrated model of language and social-emotional support which provides considerations of complex early childhood education ecologies, however, this model is yet to be tested. It is necessary to continue to evaluate early childhood education communication environments and support further structural change to optimise educator-to-child ratios.…”

“…While there were significant improvements in children's literacy outcomes in this study, no significant changes were found in children's oral language subtest scores (Chaitow et al, 2023). The lack of transfer of positive educator outcomes to children's language outcomes is not fully understood but may be due to lack of test-sensitivity and insufficient time from educator change to post-tests of children outcomes (Eadie et al, 2019), lack of consideration of early childhood education ecology (Cunningham et al, 2023) or the dosage of content exposure by individual children with the proposition that a focus on specific language areas (e.g. vocabulary) as opposed to broadly targeting language may lead to measurable outcomes in children (Chaitow et al, 2023).…”

The relation between reading and externalizing behavior: a correlational meta-analysis

“…Acquiring reading proficiency in early elementary school is particularly important because as children age, reading intervention becomes less effective (Lovett et al, 2017 ). Similarly, behavior problems are more easily remediated when children are young (Cunningham et al, 2023 ; Fox et al, 2002 ). Many students with behavior problems are poor readers (Arnold et al, 2005 ; Nelson et al, 2004 ) and many students with learning disabilities have more behavior problems than their peers (Horbach et al, 2020 ).…”

A Systematic Meta-Review of Measures of Classroom Management in School Settings

“…High-quality classroom management can be characterized by positive and proactive schedules, supports, and strategies that promote effective teaching and instruction as well as student motivation, engagement, and success (Sprick et al, 2021). Effective classroom management requires teachers to be continuously sensitive to students' needs within the context of the classroom environment, respond to student disruptions and distractions in proactive ways that promote and maintain a discipline order in the class, and, at the same time, consider students' social-emotional development (Cunningham et al, 2023). These supports promote instructional time and student engagement via adjusting the classroom environment, building high-quality teacher-student relationships, and managing student behaviors, among other pathways (Chow et al, 2020).…”