Web-Based Support for Data-Based Decision Making: Effect of Intervention Implementation on Infant-Toddler Communication

Autor/inn/en	Buzhardt, Jay; Greenwood, Charles R.; Walker, Dale; Jia, Fan; Schnitz, Alana G.; Higgins, Susan; Montagna, Debra; Muehe, Christine
Titel	Web-Based Support for Data-Based Decision Making: Effect of Intervention Implementation on Infant-Toddler Communication
Quelle	40 (2018) 3, S.246-267 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Infants; Toddlers; Early Intervention; Decision Making; At Risk Persons; Language Impairments; Home Visits; Teaching Methods; Progress Monitoring; Language Skills; Program Effectiveness; Expressive Language; Data Use; Educational Technology; Technology Uses in Education; Counselor Client Relationship; Measures (Individuals); Working Alliance Inventory + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Decision-making; Entscheidungsfindung; Risikogruppe; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Hausbesuch; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Messdaten
Abstract	Programs serving infants and toddlers are expected to use child data to inform decisions about intervention services; however, few tools exist to support these efforts. The Making Online Decisions (MOD) system is an adaptive intervention that guides early educators' data-based intervention decision making for infants and toddlers at risk for language delay. Using a cluster randomized design to test the effect of the MOD, home visitors (HVs) were assigned to either use the MOD or not across 13 Early Head Start programs. Both groups used the Early Communication Indicator (ECI) for progress monitoring and a parent-mediated language promotion intervention. Children from both groups demonstrated significant growth in expressive communication. However, children whose HVs fully implemented the MOD grew significantly more than the group that did not use the MOD, even after statistically controlling for parent and HV variables. Implications for designing effective and usable systems to promote the use of data-based decision-making practices by infant-toddler service providers are discussed, as well as limitations of the current study. [This paper was published in "Journal of Early Intervention" (EJ1187659).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01