An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification

Abstract

Sarah A. Weddlea*, Trina D. Spencera, Mandana Kajianb & Douglas B. Petersenc | Amanda VanDerHeyden Associate Editora Northern Arizona Universityb University of Texas at Austinc University of WyomingSarah A. Weddle, PhD, BCBA, is a postdoctoral fellow in school psychology at the May Institute in Randolph, MA. Within the Home and School Consultation Division at the May Institute, she works with school districts and special education collaborative programs to address the social, academic, and behavioral needs of economically and culturally diverse children with disabilities using tiered systems of support. Dr. Weddle's research has focused on language intervention and assessment, as well as classroom-based functional analysis methodology. Dr. Weddle is a graduate of the Educational Psychology Program at Northern Arizona University and served as a research assistant at the Institute for Human Development under the supervision of Dr. Trina D. Spencer.Trina D. Spencer, PhD, BCBA-D, is a board-certified behavior analyst, early childhood special educator, and language intervention and assessment researcher. She has worked with children with disabilities and children who are culturally and linguistically diverse, as well as their teachers and their families, for 15 years. She currently serves as Research Director at the Institute for Human Development and is an associate research professor in educational psychology at Northern Arizona University. Dr. Spencer's current research involves the development and validation of language and literacy assessment instruments, a tiered narrative intervention program, and dual-language interventions.Mandana Kajian, MEd, BCBA, is a board-certified behavior analyst in Phoenix, AZ. In her current role, she collaborates with teams of education professionals to develop and implement programs that address communicative, social, academic, and behavioral needs of children from culturally and linguistically diverse backgrounds. Ms. Kajian completed her graduate degree in early childhood special education at the University of Texas at Austin. As an undergraduate, she served as project coordinator in Dr. Spencer's Child Development and Language Lab at the Institute for Human Development at Northern Arizona University.Douglas B. Petersen, PhD, CCC-SLP, is an associate professor in the Division of Communication Disorders at the University of Wyoming. His research involves developing, validating, and testing methods of prevention, assessment, and intervention for decoding, spoken language, and written language. His work is centered around the principles of learning potential and modifiability, which has resulted in dynamic assessment measures, progress-monitoring measures for language, and multitiered systems of support.Please address corresponding regarding this article to Trina D. Spencer, Northern Arizona University, PO Box 5630, Flagstaff, AZ 86011, e-mail: trina.spencer@nau.eduArticle accepted by previous EditorAbstract.A disproportionate percentage of culturally and linguistically diverse students have difficulties with language-related skills that affect their academic success. Early and intensive language instruction may greatly improve these students' language skills, yet there is not sufficient research available to assist educators and school psychologists in distinguishing between language disabilities and language differences. Because of this, culturally and linguistically diverse children often receive special education services several years later than other children. The purpose of the study was to investigate the effect of a multitiered intervention on the narrative language skills of seven culturally diverse preschool students. We also examined the preventive impact the narrative language intervention had on special education referrals. Results of the multiple baseline design across participants revealed that a positive trend emerged in retells and personal stories from baseline to intervention for all seven participants. At follow-up, scores remained consistently above baseline. The intervention had a preventive impact for six preschoolers, and only one preschooler was referred for a psychoeducational evaluation. These findings support the use of narrative intervention to prevent erroneous referrals of culturally and linguistically diverse students.

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