A Program Evaluation of the Language Lab™: Response to Intervention Program for Teaching Grammar, Vocabulary, and Storytelling

Autor/inn/en	Wiechmann, JoAnn; Richardson, Martha; Jones, Don
Titel	A Program Evaluation of the Language Lab™: Response to Intervention Program for Teaching Grammar, Vocabulary, and Storytelling
Quelle	In: Journal of Instructional Pedagogies, 15 (2014), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Program Evaluation; Language Laboratories; Response to Intervention; Grammar; Vocabulary; Story Telling; Speech Language Pathology; Allied Health Personnel; Elementary Schools; School Districts; Program Effectiveness; Oral Language; Language Skills; Special Education; Language Acquisition; Educational Legislation; Federal Legislation; Disabilities; Equal Education; Speech Therapy; Qualitative Research; Online Surveys; Likert Scales; Pretests Posttests; Texas + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Language laboratory; Sprachlabor; Grammatik; Wortschatz; Elementary school; Grundschule; Volksschule; School district; Schulbezirk; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Sprachaneignung; Spracherwerb; Bildungsrecht; Schulgesetz; Bundesrecht; Handicap; Behinderung; Entwicklungsproximale Sprachtherapie; Logotherapie; Qualitative Forschung; Likert-Skala
Abstract	This program evaluation study addressed the struggle of local elementary school speech-language pathologists (SLPs) in a school district to provide evidence-based intervention in language for students below grade level as required by the U.S. Department of Education. Recently, Language Lab™ was published to address the needs of oral language intervention prior to special education testing. The district in this study adopted the program. The purpose of this program evaluation study, based on the American Evaluation Association evaluation standards, was to determine if the Language Lab™ program goals were met in the areas of utility, feasibility, and accuracy. The study was grounded in social learning theory. The research questions explored SLPs' perceptions of the components of the program that were effective in reducing the need for special education evaluation and improving oral language and narrative skills. A sample of 10 SLPs, who implemented Language Lab™ on elementary campuses in the district, responded to an electronic survey. Survey responses for rated items were descriptively reported and open-ended responses were coded based on program goals and analyzed for common themes to answer the research questions. The SLPs reported Language Lab™ as an effective program based on improved student oral language skills and a reduction in referrals for special education evaluation. Because the program goals also met the evaluation standards, recommendations were for Language Lab™'s continued use as a language intervention. Positive social change might occur as SLPs in schools use evidence-based interventions such as Language Lab™ to improve students' learning of oral language skills and decrease unnecessary placements in special education. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01