Literacy and Language Interventions Via Telepractice for School-Age Children
| Status: | Not yet recruiting |
|---|---|
| Healthy: | No |
| Age Range: | 6 - 11 |
| Updated: | 3/20/2019 |
| Start Date: | April 2019 |
| End Date: | May 2020 |
| Contact: | Shih-Yuan Liang |
| Email: | shih-yuan.liang@vanderbilt.edu |
| Phone: | 6155543412 |
Telepractice refers to the application of telecommunication technology (e.g., Skype, Webex,
Zoom) to the delivery of speech-language and audiology services. The development of
telepractice, an emerging alternative to traditional service delivery, has been driven by the
need for equitable access and cost-effective services to all client, regardless of
geographical locations, physical conditions, or social and economic status (Theodoros, 2011).
The purpose of this study is to examine the feasibility of telepractice-delivered
intervention targeting literacy (i.e., reading and writing) and literate language skills
(e.g., narrative skills) to promote better academic outcomes in school-age children. The
investigators conduct a single-subject, multiple probe design across four participants to
examine the functional relation between a telepractice intervention and two educational
outcomes - reading self-corrections and narrative ability. Participants with language and
literacy needs receive three weekly intervention sessions via ZOOM (a videoconferencing
software). A single-subject, multiple-probe design across participants enables the
examination of treatment effectiveness: If three replications of treatment effect are
established across participants (i.e., visual analysis indicates evident behavioral change on
progress-monitoring assessment), the proposed intervention yields a high likelihood of
producing benefits to children who share similar learning needs.
In addition to intervention effectiveness of telepractice, the investigators examine
feasibility along two dimensions: Fidelity and scoring reliability. Fidelity here includes
two components - fidelity of intervention (i.e., whether the intervention activities are
implemented as intended) and procedural fidelity of probe assessment administration (whether
the progress-monitoring probes are administered as intended). Scoring reliability (e.g.,
interobserver agreement) examines if the interventionist's scoring is consistent with a
reliability coder's scoring. Evidence derived from analyses of fidelity, reliability, and
intervention effectiveness will be examined collectively to determine the feasibility of
delivering literacy and language intervention via telepractice.
Zoom) to the delivery of speech-language and audiology services. The development of
telepractice, an emerging alternative to traditional service delivery, has been driven by the
need for equitable access and cost-effective services to all client, regardless of
geographical locations, physical conditions, or social and economic status (Theodoros, 2011).
The purpose of this study is to examine the feasibility of telepractice-delivered
intervention targeting literacy (i.e., reading and writing) and literate language skills
(e.g., narrative skills) to promote better academic outcomes in school-age children. The
investigators conduct a single-subject, multiple probe design across four participants to
examine the functional relation between a telepractice intervention and two educational
outcomes - reading self-corrections and narrative ability. Participants with language and
literacy needs receive three weekly intervention sessions via ZOOM (a videoconferencing
software). A single-subject, multiple-probe design across participants enables the
examination of treatment effectiveness: If three replications of treatment effect are
established across participants (i.e., visual analysis indicates evident behavioral change on
progress-monitoring assessment), the proposed intervention yields a high likelihood of
producing benefits to children who share similar learning needs.
In addition to intervention effectiveness of telepractice, the investigators examine
feasibility along two dimensions: Fidelity and scoring reliability. Fidelity here includes
two components - fidelity of intervention (i.e., whether the intervention activities are
implemented as intended) and procedural fidelity of probe assessment administration (whether
the progress-monitoring probes are administered as intended). Scoring reliability (e.g.,
interobserver agreement) examines if the interventionist's scoring is consistent with a
reliability coder's scoring. Evidence derived from analyses of fidelity, reliability, and
intervention effectiveness will be examined collectively to determine the feasibility of
delivering literacy and language intervention via telepractice.
The single-subject multiple-probe design comprises four phases: (a) eligibility
determination, (b) a baseline condition, wherein participants receive business-as-usual
practice, (c) a 15-week intervention condition, and (d) a maintenance condition (see Figure
1).
Eligibility determination. The investigators employ a two-stage screening procedure
(psycho-educational assessments) to identify children in Grade 1 to 5 who demonstrate
language-based learning difficulties. Following the completion of the two-stage screening,
the investigators conduct a mock tutoring session to familiarize the potential participants
with the technology platform. The interventionist fills out a behavior checklist that
consists of steps needed to be accomplished in the mock session to determine if the child
meets the minimum criteria for telepractice candidacy.
Baseline condition. In the baseline condition, the interventionist meets with each
participant three times a week to collect baseline data. Participants receive
business-as-usual instruction—that is, the interventionist stops the child immediately at
point of miscues, supplies the word, and tells the child to continue reading.
Intervention condition. The proposed intervention program consists of three components: (a)
Word reading and phonics instruction, (b) applying a comprehension monitoring strategy to
improve text reading accuracy, and (c) complex sentences use in written text. With each
participant, instruction is delivered in three 50-minute weekly sessions across 15 weeks.
Intervention activities delivered in the first, second, and third session of the week is
outlined in Figure 1. The interventionist collects the CUBED Narrative Language Measure (NLM)
probe on the fourth day of the week when no instruction is given. The 3-minute reading probes
will be administered on a weekly basis.
Maintenance condition. Across three weeks of no intervention, each of the progress-monitoring
assessments is administered once per week.
determination, (b) a baseline condition, wherein participants receive business-as-usual
practice, (c) a 15-week intervention condition, and (d) a maintenance condition (see Figure
1).
Eligibility determination. The investigators employ a two-stage screening procedure
(psycho-educational assessments) to identify children in Grade 1 to 5 who demonstrate
language-based learning difficulties. Following the completion of the two-stage screening,
the investigators conduct a mock tutoring session to familiarize the potential participants
with the technology platform. The interventionist fills out a behavior checklist that
consists of steps needed to be accomplished in the mock session to determine if the child
meets the minimum criteria for telepractice candidacy.
Baseline condition. In the baseline condition, the interventionist meets with each
participant three times a week to collect baseline data. Participants receive
business-as-usual instruction—that is, the interventionist stops the child immediately at
point of miscues, supplies the word, and tells the child to continue reading.
Intervention condition. The proposed intervention program consists of three components: (a)
Word reading and phonics instruction, (b) applying a comprehension monitoring strategy to
improve text reading accuracy, and (c) complex sentences use in written text. With each
participant, instruction is delivered in three 50-minute weekly sessions across 15 weeks.
Intervention activities delivered in the first, second, and third session of the week is
outlined in Figure 1. The interventionist collects the CUBED Narrative Language Measure (NLM)
probe on the fourth day of the week when no instruction is given. The 3-minute reading probes
will be administered on a weekly basis.
Maintenance condition. Across three weeks of no intervention, each of the progress-monitoring
assessments is administered once per week.
Inclusion Criteria:
- Children who produce substantial number of reading miscues and/or self-correct more
less 25% of their miscues, and/or who present weaknesses in expressive language skills
with a total CUBED score lower than grade-specific cut scores.
Exclusion Criteria:
- Additional exclusionary criteria include: (a) nonverbal IQ standard score > 80 and (b)
no reported history of autism, hearing loss, visual impairment, or other neurological
disorder (c) meet the criteria for telepratice candidacy (as informed by a behavior
checklist filled out by the examiner).
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