Multi-tiered systems of support for preschool-aged children: A review and meta-analysis

Shepley, Collin; Grisham-Brown, Jennifer

doi:10.1016/j.ecresq.2019.01.004

Cited by 44 publications

(39 citation statements)

References 20 publications

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“…Can Pinyin early screening be implemented at the preschool stage? The answer is probably yes given the reasons above and the successful examples of English early screening in the United Kingdom and United States, each also relying heavily on PA (Snowling, 2013;Shepley and Grisham-Brown, 2019). However, further investigations of Pinyin applications at the kindergarten stage are needed to generate comprehensive and coherent evidence for policy makers in mainland China, as showed in the development of the English examples (Snowling, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, during infancy and early childhood, human brains undergo fast development of spatial and temporal architecture and brain functions crucial for future performance (Li et al, 2018). Early practices in the United Kingdom (Fawcett et al, 1998) and United States (Pennington and Lefly, 2001) indicate that pre-school screening tests of RD are feasible, leading to implementation of an "Early Years Foundation Profile Stage" in the United Kingdom (Snowling, 2013) and "Multi-Tier System of Supports" in the United States (Shepley and Grisham-Brown, 2019). These exercises together render a clear view that early oral language difficulties are strong predictors of later RD (Hulme and Snowling, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Zhang

Hatfield

et al. 2020

Front. Psychol.

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Reading disorders (RD) are common and complex neuropsychological conditions associated with decoding printed words and/or reading comprehension. Early identification of children at risk of RD is critical to allow timely interventions before mental suffering and reading impairment take place. Chinese is a unique medium for studying RD because of extra efforts required in reading acquisition of characters based on meaning rather than phonology. Pinyin, an alphabetic coding system mapping Mandarin sounds to characters, is important to develop oral language skills and a promising candidate for early screening for RD. In this pilot study, we used a cohort of 100 students (50 each in Grades 1 and 2) to derive novel profiles of applying Pinyin to identify early schoolers at risk of RD. Each student had comprehensive reading related measures in two consecutive years, including Pinyin reading and reading comprehension tested in the first and second year, respectively. We showed that Pinyin reading was mainly determined by phonological awareness, was well developed in Grade 1 and the top predictor of reading comprehension (explaining ∼30% of variance, p < 1.0e-05). Further, students who performed poorly in Pinyin reading [e.g. 1 standard deviation (SD) below the average, counting 14% in Grade 1 and 10% in Grade 2], tended to perform poorly in future reading comprehension tests, including all four individuals in Grade 1 (two out of three in Grade 2) who scored 1.5 SDs below the average. Pinyin is therefore an effective proxy for early screening for Mandarin-speaking children at risk of RD.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Zhang

Hatfield

et al. 2020

Front. Psychol.

View full text Add to dashboard Cite

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“…Pertinent literature was reviewed to understand the determinants of educator behaviour with regards to children's social and emotional skills, and the availability and benefits of existing SEL programs for preschool-aged children. SEL intervention in educational settings have been described within a response-to-intervention tiered model, with intervention intensity aligned to child need [54,55]. Tier 1 programs are offered universally to all children as a proactive and preventative approach; Tier 2 interventions target select children experiencing, social, emotional, or behavioural challenges, who may not have responded to universal approaches; and Tier 3 supports are delivered to children requiring intensive and comprehensive assistance, who may display symptoms related to mental health disorders [56].…”

Section: Literature Reviewsmentioning

confidence: 99%

Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

Blewitt

Morris

Jackson³

et al. 2020

IJERPH

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High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children’s ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children’s positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed.

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“…In contrast, Smith et al require counting data points at a specified level until there are three consecutive data points at 100%. As it pertains to the likelihood of obtaining an effect, the omission of an objective mastery criterion for a design can significantly increase the likelihood of the design indicating a functional relation, which is concerning given that the criterion is an indicator of a study’s social validity (Shepley et al, 2020). Future research should consider examining if the inclusion and omission of objective mastery criteria for identifying effects through visual analysis affects reliability among evaluators.…”

Section: Implications Of the Reviewsmentioning

confidence: 99%

Analysis of Differences Across Two Unaffiliated Systematic Reviews Using What Works Clearinghouse Single-Case Design Standards

Shepley

Lane

Ault

2020

Research and Practice for Persons with Severe Disabilities

Self Cite

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The system of least prompts response prompting procedure has a rich history in special education research and practice. Recently, two independent systematic reviews were conducted to determine if the system of least prompts met criteria to be classified as an evidence-based practice. Both reviews used single-case design standards developed by What Works Clearinghouse to evaluate the rigor and effects of studies; however, findings and implications varied significantly across reviews. We examined the data supporting each review and discuss how two reviews on the same topic area using the same standards for evaluating studies could arrive at different conclusions. Results indicate that varying search parameters, visual analysis protocols, and the flexibility allotted by the design standards may have contributed to differences. We discuss the importance of multiple literature reviews on the same topic area with regard to replication research in special education. In addition, we highlight the necessity of open data in such reviews. Finally, we recommend how practitioners and researchers should collectively interpret the differing findings and conclusions from the reviews examining the system of least prompts.

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Multi-tiered systems of support for preschool-aged children: A review and meta-analysis

Cited by 44 publications

References 20 publications

Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

Analysis of Differences Across Two Unaffiliated Systematic Reviews Using What Works Clearinghouse Single-Case Design Standards

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