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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
Language: English
Authors: Rebecca J. Landa (ORCID 0000-0001-8894-8995), Danika Pfeiffer (ORCID 0000-0003-1080-4961), Calliope Holingue (ORCID 0000-0002-8190-2385), Emily Baker
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
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  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED676634
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PubType: Report
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  Data: Professional Development Increases Child Care Providers' NDBI Implementation and Children's Language Outcomes
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+J%2E+Landa%22">Rebecca J. Landa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8894-8995">0000-0001-8894-8995</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danika+Pfeiffer%22">Danika Pfeiffer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1080-4961">0000-0003-1080-4961</externalLink>)<br /><searchLink fieldCode="AR" term="%22Calliope+Holingue%22">Calliope Holingue</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8190-2385">0000-0002-8190-2385</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Baker%22">Emily Baker</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
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  Data: Y
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  Data: 51
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  Label: Publication Date
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  Data: 2024
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  Data: Institute of Education Sciences (ED)<br />National Institutes of Health (NIH) (DHHS)
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  Data: R324A180085<br />P50HD103538
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  Data: Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Language%22">Child Language</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Caregivers%22">Child Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Reading%22">Story Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10538151231217486
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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  Label: Accession Number
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  Data: ED676634
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED676634
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      – Type: doi
        Value: 10.1177/10538151231217486
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 51
    Subjects:
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Child Language
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Child Caregivers
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Developmental Delays
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Story Reading
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Reading Aloud to Others
        Type: general
    Titles:
      – TitleFull: Professional Development Increases Child Care Providers' NDBI Implementation and Children's Language Outcomes
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            NameFull: Rebecca J. Landa
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            NameFull: Danika Pfeiffer
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            NameFull: Calliope Holingue
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              Type: published
              Y: 2024
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