Predicting Response to Treatment in a Tier 2 Supplemental Vocabulary Intervention
Purpose: To effectively implement a response to intervention approach, there is a need for timely and specific information about student learning in response to treatment to ensure that treatment decisions are appropriate. This exploratory study examined responsivity to a supplemental, Tier 2 vocabulary intervention delivered to preschool children with limited language abilities.
Method: A secondary analysis of a cluster-randomized trial of a supplemental vocabulary intervention was conducted. Responsivity (e.g., adequate learning) to the intervention was examined, and learning in the 1st few weeks of intervention was evaluated as a possible predictor of response to intervention.
Results: Using a criterion of learning of 20% of target vocabulary, nearly one third of participants were identified as poor responders. A 1st unit benchmark was identified that maximized the sensitivity to identification of children who were likely to respond to the intervention.
Conclusions: Even for generally effective interventions, there is likely to be a substantial proportion of children who are not responsive. Learning in the 1st few weeks of intervention may be a useful indicator of appropriate response to treatment and could inform instructional decisions.
Citation / Publisher Attribution
Journal of Speech, Language, and Hearing Research, v. 61, issue 1, p. 94-103
Scholar Commons Citation
Kelley, Elizabeth; Leary, Emily; and Goldstein, Howard, "Predicting Response to Treatment in a Tier 2 Supplemental Vocabulary Intervention" (2018). Dean's Office Publications. 53.