Explaining Variance and Identifying Predictors of Children's Communication via a Multilevel Model of Single-Case Design Research: Brief Report

Autor/inn/en	Ottley, Jennifer Riggie; Ferron, John M.; Hanline, Mary Frances
Titel	Explaining Variance and Identifying Predictors of Children's Communication via a Multilevel Model of Single-Case Design Research: Brief Report
Quelle	19 (2016) 3, S.197-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-8423
DOI	10.3109/17518423.2015.1008149
Schlagwörter	Communication (Thought Transfer); Hierarchical Linear Modeling; Research Design; Predictor Variables; Data; Developmental Delays; Developmental Disabilities; Communication Strategies; Evidence Based Practice; Preschool Children; Early Childhood Education; Preschool Teachers; Intervention + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Forschungsdesign; Prädiktor; Daten; Entwicklungsverzögerung; Entwicklungsstörung; Kommunikationsstrategie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin
Abstract	The purpose of this study was to explain the variability in data collected from a single-case design study and to identify predictors of communicative outcomes for children with developmental delays or disabilities (n = 4). Using SAS® University Edition, we fit multilevel models with time nested within children. Children's level of baseline communication and teachers' frequency of strategy use when directed at the children predicted their outcomes. These results indicate that children's initial level of communication predicted their communicative outcomes and also that positive associations exist between teachers' implementation of evidence-based communication strategies when they are directed toward children with disabilities and the children's communicative outcomes. Implications for research and practice are provided. [This article was published in "Developmental Neurorehabilitation," v19 n3 p197-202 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01