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ERIC Number: ED566424
Record Type: Non-Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1751-8423
Explaining Variance and Identifying Predictors of Children's Communication via a Multilevel Model of Single-Case Design Research: Brief Report
Ottley, Jennifer Riggie; Ferron, John M.; Hanline, Mary Frances
Grantee Submission, Developmental Neurorehabilitation v19 n3 p197-202 2016
The purpose of this study was to explain the variability in data collected from a single-case design study and to identify predictors of communicative outcomes for children with developmental delays or disabilities (n = 4). Using SASĀ® University Edition, we fit multilevel models with time nested within children. Children's level of baseline communication and teachers' frequency of strategy use when directed at the children predicted their outcomes. These results indicate that children's initial level of communication predicted their communicative outcomes and also that positive associations exist between teachers' implementation of evidence-based communication strategies when they are directed toward children with disabilities and the children's communicative outcomes. Implications for research and practice are provided. [This article was published in "Developmental Neurorehabilitation," v19 n3 p197-202 2016.]
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B120008; H325D070023