Professional Development Increases Child Care Providers' NDBI Implementation and Children's Language Outcomes
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| Title: | Professional Development Increases Child Care Providers' NDBI Implementation and Children's Language Outcomes |
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| Language: | English |
| Authors: | Rebecca J. Landa (ORCID |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 51 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Institutes of Health (NIH) (DHHS) |
| Contract Number: | R324A180085 P50HD103538 |
| Document Type: | Reports - Research |
| Descriptors: | Early Intervention, Behavior Modification, Child Language, Inclusion, Child Caregivers, Professional Development, Child Development, Developmental Delays, Vocabulary Development, Communication Skills, Toddlers, Expressive Language, Story Reading, Nonverbal Communication, Reading Aloud to Others |
| DOI: | 10.1177/10538151231217486 |
| Abstract: | A majority of children's language learning experiences occur in inclusive early child care and education settings. Few evidence-based professional development (PD) programs exist to empower early childhood education providers' to use language instruction practices with children in inclusive classrooms. There is little research on providers' implementation of naturalistic developmental behavioral intervention (NDBI) strategies to improve children's language outcomes in whole-group inclusive instruction. We conducted a pilot cluster randomized controlled trial to test the hypothesis that providers in the Early Achievements for Child care Providers (EA-CP) PD program would show greater gains in NDBI implementation fidelity during shared book reading relative Business-As-Usual (BAU) providers. This hypothesis was confirmed. Compared to BAU providers, EA-CP providers exhibited significantly greater fidelity gains from pre-training to mid-training, post-training, and 12-week maintenance assessments. A secondary hypothesis was that toddlers with and without developmental delays in the EA-CP condition would exhibit greater vocabulary and communication gains than toddlers in the BAU condition. Analyses of children with and without delays showed significantly greater expressive vocabulary and story-related engagement and communication in the EA-CP group. For children with delays, positive effects favoring the EA-CP group, but not statistically significant, were found. Implications for research, practice, and policy are discussed. [This paper was published in "Journal of Early Intervention" v46 n2 p276-298 2024.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED676634 |
| Database: | ERIC |
| Abstract: | A majority of children's language learning experiences occur in inclusive early child care and education settings. Few evidence-based professional development (PD) programs exist to empower early childhood education providers' to use language instruction practices with children in inclusive classrooms. There is little research on providers' implementation of naturalistic developmental behavioral intervention (NDBI) strategies to improve children's language outcomes in whole-group inclusive instruction. We conducted a pilot cluster randomized controlled trial to test the hypothesis that providers in the Early Achievements for Child care Providers (EA-CP) PD program would show greater gains in NDBI implementation fidelity during shared book reading relative Business-As-Usual (BAU) providers. This hypothesis was confirmed. Compared to BAU providers, EA-CP providers exhibited significantly greater fidelity gains from pre-training to mid-training, post-training, and 12-week maintenance assessments. A secondary hypothesis was that toddlers with and without developmental delays in the EA-CP condition would exhibit greater vocabulary and communication gains than toddlers in the BAU condition. Analyses of children with and without delays showed significantly greater expressive vocabulary and story-related engagement and communication in the EA-CP group. For children with delays, positive effects favoring the EA-CP group, but not statistically significant, were found. Implications for research, practice, and policy are discussed. [This paper was published in "Journal of Early Intervention" v46 n2 p276-298 2024.] |
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| DOI: | 10.1177/10538151231217486 |
