Transcript Framework for Developing Evidence

Adaptations are Key to Early Literacy
Learning
Carol M. Trivette, Ph.D.
Orelena Hawks Puckett Institute
Asheville and Morganton, NC
Presentation made at the Ninth National Early Childhood Inclusion Institute
Frank Porter Graham Child Development Institute
Chapel Hill, NC
July 15, 2009
Purpose of Presentation
To describe the :
• CELL content model
• Development of evidence-based practice
guides
• Process and procedures for identifying
evidence-based adaptations
• Development of practice guides with
adaptations
The Center for Early Literacy Learning
(CELL) is a collaboration among the:
• Orelena Hawks Puckett Institute
Asheville & Morganton, NC
• American Institutes for Research
Washington, DC
• PACER Center
Bloomington, MN
• UCONN Center for Excellence in Disabilities
Farmington, CT
CELL website:
www.earlyliteracylearning.org
• What you’ll find there:
– CELLpapers provide background information about the
conceptual frameworks used to guide CELL activities and the
results of evaluation and research studies conducted by CELL
staff.
– CELLreviews are practice-based research syntheses of early
communication, language, and literacy development.
– CELLnotes are one- to two-page summaries of the findings from
practice-based research syntheses.
– CELLpractices include descriptions of the methods, steps, or
procedures for promoting adoption and use of evidence-based
literacy learning practices by practitioners, parents, and other
caregivers.
a
Domains of Early Literacy Learning
• Speech Processing Skills
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Oral Language
Listening Comprehension
Phonological Awareness
• Print-Related Skills
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a
Print Awareness
Written Language
Alphabet Awareness
Text Comprehension
Adapted from A. van Kleeck (1998). Pre-literacy domains and stages.
Journal of Children’s Communication Development, 20, 33-51.
Oral Language
Listening Comprehension
Phonological Awareness
Print Awareness
Written Language
Alphabet Awareness
Text Comprehension
Operationalization
•
Conduct practice-based research syntheses
of early literacy learning experiences and
practices
•
Develop evidence-based practice guides
using findings from the research syntheses
to inform the content of the practices
Overview of CELL Early Literacy Learning Model
Literacy-Rich Environments
Responsive
Everyday Literacy
Activities
Teaching
Early Literacy
Learning
Outcomes
Child Interests
Interest-Based Mastery Cycle
Interests
Mastery
Literacy
Activities
Competence
Engagement
Evidence-Based Practice Guides
CELL practices (paper, DVDs, PPP, etc.) are prepared
in a manner that provides end-users (practitioners and
parents) information about four elements of a practice:
• What is the practice?
• What does the practice look like?
• How do you do the practice?
• How do you know the practice worked?
CELL Practice Guides
All CELL practice guides include the four
“how to” elements and “real life” examples
of the practices being implemented by
practitioners or parents. At least one
vignette includes descriptions of how the
practice can be modified or adapted for a
child with a disability.
Practice Guide Vignettes
• Two – three vignettes on the back of each
practice guide
• Vignettes explicitly or implicitly build on the
interest of the child
• Activities in the vignette are naturally
occurring as part of everyday life
• Vignettes suggest how parents or
practitioners interact in a responsive
manner
Practice Guide Hierarchy
• Universal Practice Guides
• Practice Guides with Adaptations
• Specialized Practice Guides
Examples of Practice Guides by Early
Literacy Domains
Linguistic Processing Skills
Oral Language
Print - Related Skills
Print Awareness
–Babble On
–Talk Is Fun
–One for the Books
–First ABC Books
Listening Comprehension
Written Language
–Time to Rhyme
– Hear This
Phonological Awareness
–Fingerplays and Action Rhymes
–Sound Advice
–Scribble Scribble
–Get Write on It!
Alphabet Awareness
–Stamps of Approval
–Exploring Magazines and Catalogs
Text Comprehension
–Read It Again!
–Tuning Into Tales
Practice Guide with Adaptations for
Encouraging Child Participation
• Adaptations ensure that children with disabilities:
– Can express their interests and have them interpreted
correctly
– Can engage in early literacy learning activities
– Can become skillful and competent in early literacy
activities and behaviors
– Can master early literacy learning skills
• Adaptations offer just enough assistance so that children
with disabilities can proceed through the same process
of mastery as do children without disabilities.
Adaptation Continuum
• Adapt Environment
• Adapt Activity
• Adapt Materials
• Adapt Instruction
• Provide Assistance
Source: Cara’s Kit, Milbourne & Campbell, 2007
Adaptations
Adaptations include adjustments, changes, or
modifications to the environment, activities,
materials, or interactions that support or
enhance children’s participation in everyday
early literacy learning activities.
Environmental Adaptations
Changes or modifications to the physical environment or
the addition of selected equipment.
Examples
• Rearrange furniture for easy wheelchair access to the
book shelf
• Make a quiet place to support a child who is trying to
focus on his/her favorite book
• Provide a child a slant board when he/she is coloring
Adaptations to Activities
Changes or modifications to the learning activity to
enhance the child’s participation.
•
•
•
•
Examples
Let the child use his finger to paint instead of using a
paint brush that is hard for him to hold
Let the child use finger puppets as part of telling a story
Tape paper to the table to provide more stability while
the child is coloring
Let a restless child pick a book she likes to read even if it
is in the middle of another story
Adaptations to Materials
Changes or modifications to the materials used in an
activity to enhance children’s participation.
•
•
•
•
Examples
Use foam to thicken pencils to make them easier to hold
Provide visual cues on a recipe so the child can follow
the steps even if she cannot “read”
Provide a switch interface so the child can turn a tape
recorder on and off to listen to songs or stories
Place knobs on an alphabetical puzzle to help a child
place the pieces in or out
Instructional Adaptations
Changes or modifications to the instructions or
requirements of the activity to support the child’s
participation.
•
•
•
•
Examples
Shorten the length of time a child participates in drawing
so he doesn’t lose interest
Allow a child to stand instead of sit while listening to a
story
Allow a child to use a picture board to answer questions
about the story
Provide extra time for a child with some mild fine motor
challenges to finish “writing” her name
Providing Assistance
Adult provides the child direct assistance to accomplish
the activity.
Examples
• Adult guides the child’s hand when drawing a picture
• Adult takes the does the action for the child
Practice-Based Research Syntheses
A practice-based research synthesis
attempts to identify, unpack, and
disentangle those characteristics of
environmental experiences (practices,
interventions, treatments, etc.) that
have development-enhancing features
and elements.
Framework for Conducting a
Practice-Based Research Synthesis
Practice
Practice
Characteristics
Consequences
Processes
Disentangling and Unpacking the
Characteristics that Matter Most
As many practice characteristics as
possible of an intervention in a
study are coded and analyzed, and
the presence and absence of the
characteristics are related to the
study outcomes to identify those
characteristics that “stand out” as
most important.
Adaptation Synthesis
• Reviewed 19 articles that examined the effects
of adaptations on child learning
• 104 participants ranging in age between 50 and
80 months with majority being 36 to 60 months
of age
• 86% were boys
• Wide range of disabilities including autism,
cerebral palsy, visual impairments, etc.
Number of Articles that Examined
Adaptations
• 3 Studies Environmental Adaptations
• 12 Studies Activity Adaptations
• 3 Studies Material Adaptations
•
•
•
•
9 Studies in Classrooms
5 Studies in homes
2 Studies in Clinics
1 Study on Playground
Mean Cohen’s d Effect Sizes and 90% Confidence
Intervals (CI) for Type of Adaptation
Number
Children
Effect
Sizes
Mean d
90% CI
Environment
6
10
2.27
.86 - 3.68
Activity
23
30
1.86
1.38 - 2.34
Material
6
8
1.39
.41 - 2.36
Variable
Mean Cohen’s d Effect Sizes and 90% Confidence
Intervals (CI) for Outcome Variables
Number
Children
Effect
Sizes
Mean d
90% CI
Cognitive
9
9
3.42
2.53 - 4.31
Communication
21
28
1.57
1.10 - 2.04
Gross Motor
2
2
3.52
-.28 - 7.31
Social
6
9
.88
-.29 - 2.04
Variable
Mean Cohen’s d Effect Sizes and 90% Confidence
Intervals (CI) for Child Disabilities
Number
Children
Effect
Sizes
Mean d
90% CI
Autism
17
21
2.36
1.69 – 3.02
Multiple Disabilities
8
10
2.10
1.07 – 3.12
Developmental Delay
5
6
1.42
.62 – 2.21
Cerebral Palsy
4
8
1.17
-.22 – 2.55
Behavioral Disorder
1
3
.46
-.21 – 1.14
Variable
Synthesis Summary
• All three adaptations were related to changes in
child behavior
• Communication and cognitive outcome most
effected by adaptations
• Adaptations most effective when used in 10 or
more sessions
• Adaptations effective for children with autism,
multiple disabilities, and developmental delays
Infant Practice Guides
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•
•
•
Show Me the Funny (Stories and Listening)
Picture This (Gestures and Signing)
Mark My Word (Scribbling and Drawing)
Let Me Show You What I Mean (Vocalizing and
Listening)
• Turn Up the Sound (Rhymes and Sound
Awareness)
Toddler Practice Guides
• Speaking Without Words (Talking and Listening)
• Book Reading made Fun for All (Storytelling and
Listening)
• Look Who’s Talking (Rhymes and Sound
Awareness)
• That Sign Means ‘Stop’ (Symbols and Letters)
• All...Write (Scribbling and Drawing)
Preschool Practice Guides
•
•
•
•
I See Signs (Symbols and Letters)
Write On (Drawing and Writing)
It’s Story Time (Book Reading and Storytelling)
Sounds Good to Me (Rhymes and Sound
Awareness)
• Talk to Me (Talking and Listening)
Toddler Practice Guide
All…Write Vignette
Preschool Practice Guide
Reviewers Comments
• Particularly liked the vignettes – they
would make families feel like these
activities were very “doable”
• Suggestions concerning “How do you
know the practice works” with children with
specific disabilities
• Made recommendations about different
types of adaptations – for example texture
books
Next Steps
• Compile feedback from experts and make modifications
to the Practice Guides with Adaptations
• Gather feedback from parents and practitioners on these
modified Practice Guides with Adaptations
• Make final modifications to Practice Guides with
Adaptations based on feedback from parents and
practitioners
• Develop Specialized Practice Guides