The effects of self-modeling on expanding utterances of 4 yr olds with language delays

  In Progress

Determining efficacy of VSM use for language issue. The procedure of collecting words said by the child and combining them into longer utterances has not been studied with more than one child.

MEISR
(Measure of Engagement Independence and Social Relationships) study

In progress

The MEISR is a measurement tool for developing a profile of a child's functioning in everyday routines.  The purpose of this study is to determine the social validity of the tool in early intervention programs.  This study will help early intervention programs move away from classifying children by diagnosis and performance on tests and towards a way of showing what they do and don't do in everyday life, which leads to functional interventions.

ClaMEISR
(Classroom Measure of Engagement Independence and Social Relationships) study
(in partnership with UTC)

In progress

This measurement tool is like the MEISR, but with classroom routines.  For children who spend many hours a week in an early intervention program, it is imperative to determine what their functioning is like - what they are getting out of their experience.

TEIDS-plus: Integrating quality assurance and data-based decision-making into IFSP quality, implementation, and child and family outcomes (in partnership with University of Florida and MTSU)

In progress
(U.S. Department of Education, Education Sciences Grant)

This federally funded project is investigating the development of a quality assurance system to improve IFSPs.  It involves adding learning objects to the state data system for early intervention in Tennessee and provides a supporting website.  The project encourages the use of recommended practices in IFSP development such as using an ecomap, the Routines-Based Interview, and writing participation-based goals/outcomes. View a PowerPoint presentation on this study.

Improving the engagement of young children who use wheelchairs during transition times (in partnership with UTC)

In progress

An "engagement zone" will be assessed to determine its efficacy in improving the engagement of young children who use wheelchairs.  The engagement zone is made of lightweight piping and forms a freestanding frame for wheelchairs to fit under.  Toys are suspended from the top of the frame so they dangle in front of the child.  The engagement zone should allow children who use wheelchairs to entertain themselves during transitions, when they need to be placed in their wheelchairs early so teachers can help other children complete tasks and prepare for the next activity. 

Engagement, Social, Communication, And Learning Approaches to Toddler Education (ESCALATE) Evaluation 

In progress
(Tennessee State Department of Education) 

The purpose of the ESCALATE model is to demonstrate a developmentally and individually appropriate, evidence-based, intervention-intensive, and cost-effective program for toddlers who have difficulties with engagement (appropriate play and interactions), social skills, and language.  The ESCALATE classrooms at Siskin Children's Institute will be evaluated, as well as the support provided to families and early interventionists. 

Feeding Interventions

In progress 

Some children refuse food to the point that their nutrition might be compromised and their families’ quality of life is low. On a case-by-case basis, a systematic process of teaching children to eat the food put in front of them is studied with a changing-criterion, single-subject experimental design. Parents or teachers are taught the procedure and they collect the data.

Evaluation of the Home- and Community-Based Early Intervention (HCBEI) Program

In progress 

Support-based home visits with family consultation are employed by the Siskin HCBEI Program. This is a “manualized” intervention based on research in social support, learning theory, consultation, and adult learning principles. The effectiveness of the model is evaluated by measuring child engagement in routines, families’ satisfaction with their home routines, and families’ quality of life.

Autism Through the Lens of Asperger’s

In progress 

Toddlers with autism are educated in inclusive classrooms in model demonstration classrooms in the Siskin Early Learning Centers. A qualitative study is examining the experiences of the toddlers in one of these classrooms. A unique aspect of this research is that the direct observations are conducted through the lens of an observer with Asperger’s syndrome, which is on the autism spectrum disorder.

Implementation of the Engagement Classroom Model in a Wyoming Program

In progress 

The efficacy of Engagement of Every Child in the Preschool Classroom, a model description by McWilliam and Casey (2008), is being tested in a group-comparison study in Gillette. Half the program is following the book and receiving some online and minimal in-person technical assistance from the researchers. Both model implementation and outcomes for children and families are being measured.

Using Point-of-View-Modeling to Promote Center Activities Involving Fine-Motor Tasks

In progress 

The Physical Therapy Dept. at UTC made movies from the point-of-view of 4 yr olds depicting the completion of fine-motor tasks at a learning station. The purpose was to see whether center time increased and whether drawing improved. The study has ended and Data are being analyzed.

Self-Modeling Effects on the Socialization of Peers with Their 2 yr old Classmates with Autism.

In progress 

Typically developing peers were shown videos depicting them interacting positively with their room buddies with autism to see if that will increase interactions on the playground and during free-time.

Since 2009

Name of Research Study 

Status and Funding
(as of October 5, 2011)

 Importance

Self-Modeling Effects on the Socialization of Peers with Their 2 yr old Classmates with Autism 

Concluded: June 2011. Manuscript should be submitted 10/6/2011 to Focus on Autism. 

Instrumental in determining lower age limits of VSM efficacy
Typically developing peers were shown videos depicting them interacting positively with their room buddies with autism to see if that will increase interactions on the playground and during free-time. 

 Comparing self- and peer-modeling for improving oral reading fluency with students with learning disabilities.

Completed. Manuscript submitted to Journal of Learning Disabilities 9/11.

Only the 3rd study addressing self-modeling use with reading skills and the only one that compares self- and peer- modeling.

The effects of chewy tubes on children's on-task and problem behavior (in partnership with Vanderbilt University Department of Special Education)

Completed

Chewy tubes are made of soft, non-food substances and are designed to be bitten, chewed and sucked.  They are often given to children with challenging behaviors to increase their attention to classroom activities; however. there were no data to support the practice.  This study assessed whether chewy tubes increased children's on-task behavior.  Results indicated that no functional relationship existed between chewy tube availability and on-task and problem behaviors, suggesting that chewy tubes are ineffective for promoting engagement.

Receipt of feedback as a predictor of teachers' use of recommended practices

Completed (Head Start Graduate Student Research Grant)

The goal of this study was to determine whether performance feedback (verbal, written or graphical feedback about teacher behavior during a classroom observation) is being used nationwide and whether teachers who receive performance feedback perceive it to be useful.  Participants consisted of teachers from Head Start classrooms and programs accredited by the National Association for the Education of Young Children.  Data from 344 lead teachers indicated that preschool staff receive little information about their classroom practices despite perceiving feedback as a useful intervention.

Zone defense scheduling
(in partnership with UTC)

Completed  

Zone defense scheduling is a system for organizing the staff and environment in early childhood classrooms.  It is an important component of child engagement in the classroom.  Child engagement is related to improved behavior, social interactions and learning.  We assessed the impact of checklist-based training on teaching teams' use of the zone defense schedule.  All teams reached the pre-established criterion, implementing a minimum of 80% of checklist items accurately for three consecutive observations.

Facilitating social interactions with three-year olds with autism using video self-modeling (VSM)

Completed

Using positive imagery, VSM gives individuals the opportunity to view themselves performing a task just beyond their present level of functioning via creative editing of videos.  A prior study indicated positive results for 3 out of 4 children.  This study included younger children and found that there was no change in the children's social initiations during playground time.  These results point to a child's age as a factor that may influence video self-modeling outcomes.

The effects of weighted vests on children's on-task and problem behavior (in partnership with Vanderbilt University Department of Special Education) 

Completed

The purpose of the study was to assess whether weighted vests (5% of the child's body weight) increase children's engagement during classroom activities.  Weighted vests did not have an impact on two children's on-task behavior.  These children tended to be actively nonengaged, displaying a high activity level and escaping from the activity often.  One child's on-task behavior increased when the weighted vest was used.  This child tended to display passive nonengagement (looking around, staring into space) when the weighted vest was not used. 

The impact of graphical feedback on teachers' use of incidental teaching (in partnership with UTC)

Completed

Incidental teaching can be used to expand a child's engagement (get the child to spend more time with something or use more sophisticated behavior).  In this study, graphical feedback (showing teachers graphs of the frequency of their behavior) was used to increase teachers' use of incidental teaching.  All three teachers who interacted with a target child with disabilities increased the frequency with which they used incidental teaching while receiving graphical feedback and continued to use high rates of incidental teaching once graphical feedback was terminated. 

Physical therapy pilot study

Completed 

Children often lack confidence and/or feel anxious about moving to equipment that is more physically challenging.  This study uses video self-modeling to facilitate advanced equipment use on the playground for a child with Down Syndrome.  By allowing children to view themselves on the equipment with evidence of adult involvement removed, children acquire visual evidence of their own skills, thus giving them confidence to use the equipment independently.