The Use of Generalizability Theory to Inform Sampling of Educator Language Used with Preschoolers with Autism Spectrum Disorder.

Ford, A.B. & Johnson, L.D. (in press). Journal of Speech, Language, and Hearing Research.

Summary

A myriad of features can impact the nature, frequency, and length of adult-child interactions important for language learning. Empirical investigations of language learning opportunities for young children with Autism Spectrum Disorder (ASD) provide limited generalizable insight and may be more constrained to the sample than is often considered when inferences are made from observations. The aim of this study was to explore a multidimensional understanding of reliability and define optimal measurement procedures for a measurement approach used to examine the language of preschool educators interacting with children with ASD

Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality. Infants and Young Children.

Ford, A., Hugh, M., Johnson, L. & Young, K. (in press).

Summary

Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current definitions of process quality, we propose a set of more specific, observable adult interaction practice elements as a complement to existing global indicators within structural process elements and the broader preschool classroom ecology. We describe and define three practice types, as well as the individual practice elements within them, to include: (a) adult-led interaction practices, (b) child-led interaction practices, and (c) differentiated scaffolding. In operationalizing each practice element, we also provide empirical evidence as grounding for its inclusion in our conceptualization. We discuss implications and future practice and policy directions.

Development and preliminary content validation of ENGAGE as an assessment of preschool interactions and active engagement.

Johnson, L.D., Hugh, M.L., Ford, A.L.B., Dupuis, D., Young, K., & Rudolph, B. (2021). Advance Preprint.

Summary

ENGAGE is in development as a web-based observation system with core features we believe will facilitate its use as a scalable assessment-to-action coaching and instructional support system in preschool classrooms. ENGAGE assesses adult interaction practices and children’s active engagement such that classroom teams receive data to inform their intentional design and delivery of embedded instruction that can be made more effective for children’s developmental needs through differentiation and intensification. For this study, we describe important precursors to evaluating other psychometric properties within an argument-based approach to validation. We used iterative cycles to gather evidence to refine and validate the content of our measurement targets (i.e., adult interaction practices and child active engagement) as well as constructs (i.e., groupings of practices by theorized mechanisms). Following two iterative rounds using online questionnaires, responses from participants representing intended users of ENGAGE generally demonstrated consistency with our definitions and conceptualizations, with more varied responses for child engagement. We discuss our procedures and results in terms of reducing measurement error that may be attributable to measurement targets in advance of future examinations of observation conditions (e.g., observer training, session duration) and situational variance (e.g., instructional pedagogy, adult-child ratios) that are often influential within observation-based assessments.

Maximizing meetings with TIPS: Tools and tricks for meaningful data use.

Johnson, L.D., Ford, A., & Hugh, M. (2018). Young Exceptional Children Monograph Series: Instructional Practices: Effective Strategies to Ensure Child Development and Learning, 25 – 36, ISBN 978-0-9905128-5-1

Summary

Calls to gather data seem to overemphasize data for compliance and accountability versus data for systematic instructional planning. In an effort to refocus on instruction, we offer a description of a team-based, data-driven problem solving model. The use of this model by a classroom-based team is offered to demonstrate how re-envisioned team meetings may promote planning and provision of systematic instruction for young children. Within this new team meeting structure, a precision problem-solving model will be described to enhance teams’ communication and efficiency when relying on data as part of an iterative process of working to effectively improve children’s outcomes.

Research Activities in Early Childhood Classrooms

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