Research Interests and Agenda
My lines of inquiry have evolved from my professional experience as an Early Childhood Intervention Specialist. It is from those experiences that I have gained the desire to bridge the gap between research and practice and improve learning outcomes for culturally and linguistically diverse children, particularly in urban settings.
Relationship Between Communication Development and Later Literacy Skills
My professional experience working with culturally and linguistically diverse children has inspired me to focus my dissertation on examining ways to improve learning outcomes for diverse populations. The work of Hart and Risley, has challenged me to look closer at the relationship between language and literacy development. In particular, I would like to examine how parent/child communication impacts language development and how parent education can lead to improved learning outcomes for children in urban settings. I also seek to examine the use of innovative technology to collect data on parent/child communication and use the data as a form of performance feedback.
My professional experience working with culturally and linguistically diverse children has inspired me to focus my dissertation on examining ways to improve learning outcomes for diverse populations. The work of Hart and Risley, has challenged me to look closer at the relationship between language and literacy development. In particular, I would like to examine how parent/child communication impacts language development and how parent education can lead to improved learning outcomes for children in urban settings. I also seek to examine the use of innovative technology to collect data on parent/child communication and use the data as a form of performance feedback.
Paraprofessional Professional Development and Performance Feedback
As a practitioner I have learned that paraprofessionals are a vital component to effective early childhood programming. Through my personal experience and review of literature I have learned that many paraprofessionals lack appropriate professional development, especially on strategies for working with preschoolers in inclusive classrooms. In the spring of 2011 I completed a single subject study which investigated the use of performance feedback to improve paraprofessionals use of naturalistic communication promoting strategies. Results of the study have been submitted for publication and were presented in a poster at the 2011 Division for Early Childhood National Conference. My current efforts include examining the use of performance feedback as a parent education strategy.
As a practitioner I have learned that paraprofessionals are a vital component to effective early childhood programming. Through my personal experience and review of literature I have learned that many paraprofessionals lack appropriate professional development, especially on strategies for working with preschoolers in inclusive classrooms. In the spring of 2011 I completed a single subject study which investigated the use of performance feedback to improve paraprofessionals use of naturalistic communication promoting strategies. Results of the study have been submitted for publication and were presented in a poster at the 2011 Division for Early Childhood National Conference. My current efforts include examining the use of performance feedback as a parent education strategy.
Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) Development
The IFSP or IEP is the driving force behind early intervention services. I have been involved in several research projects investigating the quality of IFSP outcomes and IEP goals/objectives. It is through these projects combined with my personal frustration with IEPs lacking observable and measurable goals and objectives that has lead me to begin to look for strategies that will help practitioners improve their IFSP/IEP development. I assisted Dr. Kristie Pretti-Frontczak in creating the revised IFSP/IEP Goal and Objective Rating Instrument (RGORI), which practitioners can use to rate their goals and objectives for elements of quality including functionality, measurability, and instructional context. In 2011, I assisted a fellow doctoral student in completing a study investigating IFSP quality in two counties in Ohio. Results of the study were presented in a poster at the 2011 Division for Early Childhood Conference. I have also taught courses at Kent State University and provided professional development to school districts on IEP development.
The IFSP or IEP is the driving force behind early intervention services. I have been involved in several research projects investigating the quality of IFSP outcomes and IEP goals/objectives. It is through these projects combined with my personal frustration with IEPs lacking observable and measurable goals and objectives that has lead me to begin to look for strategies that will help practitioners improve their IFSP/IEP development. I assisted Dr. Kristie Pretti-Frontczak in creating the revised IFSP/IEP Goal and Objective Rating Instrument (RGORI), which practitioners can use to rate their goals and objectives for elements of quality including functionality, measurability, and instructional context. In 2011, I assisted a fellow doctoral student in completing a study investigating IFSP quality in two counties in Ohio. Results of the study were presented in a poster at the 2011 Division for Early Childhood Conference. I have also taught courses at Kent State University and provided professional development to school districts on IEP development.
Evidenced Based Assessment
As a practitioner in the "age of accountability" I believe it is necessary that all intervention practices (e.g., screening, assessment, programming, progress monitoring, etc) be evidence based. I am particularly interested in evidence based assessment practices. In 2010, I completed a literature review and analysis in collaboration with Sophie Hubbell, which identified currently available evidence for ten commonly-used assessments in early childhood and early childhood special education settings. The results indicated inadequate research on the technical adequacy and utility of most of the assessments reviewed. The results from the study were presented in a session at the 2010 Division for Early Childhood National Conference and in a poster at the Council for Exceptional Children annual conference. A manuscript outlining the study and results is currently in preparation. Completion of the literature synthesis has lead to my current efforts to educate practitioners on the importance of examining the evidence behind instructional practices and to become critical consumers when making decisions regarding which assessments to use in their programs.
As a practitioner in the "age of accountability" I believe it is necessary that all intervention practices (e.g., screening, assessment, programming, progress monitoring, etc) be evidence based. I am particularly interested in evidence based assessment practices. In 2010, I completed a literature review and analysis in collaboration with Sophie Hubbell, which identified currently available evidence for ten commonly-used assessments in early childhood and early childhood special education settings. The results indicated inadequate research on the technical adequacy and utility of most of the assessments reviewed. The results from the study were presented in a session at the 2010 Division for Early Childhood National Conference and in a poster at the Council for Exceptional Children annual conference. A manuscript outlining the study and results is currently in preparation. Completion of the literature synthesis has lead to my current efforts to educate practitioners on the importance of examining the evidence behind instructional practices and to become critical consumers when making decisions regarding which assessments to use in their programs.