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We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children's single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the "evaluate," "expand," and "repeat" strategies. Data collected on children's expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

Dialogic reading (DR) is an evidence-based practice for young children who are typically developing and at risk for developmental delays, with encouraging evidence for children with disabilities. The purpose of this review was to comprehensively evaluate the evidence base of DR across early childhood settings, with specific attention to fidelity features. We coded identified studies (n = 30) published in peer-reviewed journals on a number of variables, including participant characteristics, setting, adherence to intervention components, fidelity of training procedures, implementation fidelity, dependent variables, overall outcomes, and study rigor. Our findings indicate wide variance is present in adherence to the DR protocol despite all studies reporting use of DR. In addition, although most researchers describe training procedures, none reported fidelity of those practices. Variability was also noted in how the implementation of DR with children is monitored in research.

Latin American families' history and life experiences impact the priorities and values the families have for their children with disabilities. It may be beneficial for early intervention (EI) providers to explore and integrate Latin American families' backgrounds to improve EI services. We completed a qualitative interview study using a collective case study analysis to (a) learn about Latin American families' parenting values and (b) explore families' experiences with a statewide early intervention model. Three mothers with young children who had received EI services completed two interviews. We found that each family had unique histories, compositions, support networks, and priorities that impacted their experiences with a statewide coaching model. Families revealed how their funds of knowledge were, at times, integrated into the EI they received. Our study describes a valuable method of learning about Latin American families' cultural backgrounds so that EI providers may sustain families' cultures within the services they provide. [ABSTRACT FROM AUTHOR]

Adolescent mothers (AMs) often experience limited academic and financial attainment and higher rates of mental health disorders, which may affect their relationships with their children. Although children of AMs are at higher risk for developmental delays, there is no clear evidence of the relationships between mother characteristics and child outcomes. This descriptive study explored AMs' and their children's sociodemographic characteristics and language skills, home literacy environment, and the quality of mother–child interactions. Eight AM–child dyads were recruited from local school districts. Data were collected through questionnaires, standardized measures of language, and mother–child interactions. Most AMs demonstrated below-average language skills and most children had language scores that fell within the average range. AMs demonstrated strong affectionate behaviors, and emerging responsive, encouraging, and teaching behaviors when interacting with their children. This study provides unique data on AMs' language characteristics that have not been clearly published in the literature. [ABSTRACT FROM AUTHOR]

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children's single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children's expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children. [ABSTRACT FROM AUTHOR]