Rawni Anderson’s research while affiliated with University of Kansas and other places

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Publications (3)


Evidence of a Continuum in Foundational Expressive Communication Skills
  • Article

July 2013

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75 Reads

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27 Citations

Early Childhood Research Quarterly

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Rawni Anderson

Table 1 Number of Children per Program and State
Table 2 Descriptive Statistics for Level 3 Analyses
Table 4 Descriptive Statistics for Level 2 Analyses Variable M SD Min Max
Table 5
Table 6 Model Comparison Summary

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Program-Level Influences on the Measurement of Early Communication for Infants and Toddlers in Early Head Start
  • Article
  • Full-text available

September 2011

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138 Reads

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17 Citations

Journal of Early Intervention

Measurement in early childhood is an increasingly large-scale endeavor addressing purposes of accountability, program improvement, child outcomes, and intervention decision making for individual children. The Early Communication Indicator (ECI) is a measure relevant to intervention decision making for infants and toddlers, including response to intervention approaches. The widespread use of the ECI is growing in multiple programs and states. Local program staff members collect ECI data and, with their program directors, manage their own system of ECI measurement. Program-level implementations represent independent ECI measurement replications, and the success of each potentially influences the quality of data produced and, ultimately, the validity of the inferences made thereof. The purpose of this research was to examine program-level influences on child-level ECI total communication growth and 36-month outcomes in a large sample of children, including those with individual family service plans served by multiple Early Head Start programs in two states. Results indicated variation in programs’ sociodemographic composition, ECI implementation quality, ECI total communication growth, and 36-month outcomes. Program-level sociodemographic composition was found not to be an influence on ECI growth or 36-month outcomes, whereas state location and implementation quality were. Implications are discussed.

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Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children's Expressive Communication

July 2011

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391 Reads

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36 Citations

NHSA Dialog A Research-to-Practice Journal for the Early Intervention Field

We investigated Early Head Start home visitors’ use of evidence-based practices and the efficacy of a web-based system to support these practices. Home visitors learned to use 3 evidence-based practices: (a) frequent assessment of children's early communication for screening and progress monitoring, (b) 2 home-based language-promoting interventions, and (c) data-based decision making in the use of the language-promoting intervention strategies. Two conditions were compared in a randomized control trial. Condition A involved the use of an online data collection system, training in data-based intervention decision making, and training in the evidenced-based language interventions. Condition B was the same as A plus additional web-based support (MOD: Making Online Decisions) linked to the children's expressive communication data. Results indicated that the expressive communication of children receiving MOD support grew significantly more than for children whose home visitors did not receive MOD support. Home visitors in both groups increased their monitoring of children in need of intervention. The dosage of the MOD intervention that children received varied within the group, and MOD home visitors reported high levels of implementation fidelity and satisfaction with the MOD system. Future research and implications for early intervention and home-visiting practices are discussed.

Citations (3)


... According to Visser-Bochane et al. (2020), and Greenwood et al. (2013), investigation on child language development should take place from a very young age as language acquisition and development begin way before children enter preschool; in fact, infants start to produce speech sounds as early as six months of age (starting with "cooing" and "babbling"). All 19 ELM scales in this SLR focus on young children before preschool age, i.e., between 0-month-olds to 7-yearolds. ...

Reference:

Assessing Children’s Language Development: A Systematic Literature Review on Early Language Milestone Scales
Evidence of a Continuum in Foundational Expressive Communication Skills
  • Citing Article
  • July 2013

Early Childhood Research Quarterly

... In comparisons between the Part C Program's cohorts within child trajectory differences, our predictors were coded as 0 = Pre-COVID-19, 1 = COVID-19 (RQ3b). At Level 1 (unconditional model), we included mean intercept, slope, and acceleration parameters as we reported in prior ECI publications (Greenwood et al., 2011a(Greenwood et al., , 2011b; At Level 2 (conditional model), we included predictors and covariates. In all models for RQ2 and RQ3, we also included gender (0 = female, 1 = male) and child's month of age as covariates. ...

Program-Level Influences on the Measurement of Early Communication for Infants and Toddlers in Early Head Start

Journal of Early Intervention

... Because progress monitoring is an evidence-based practice used in EI/ECSE (McLean et al., 2020), the remote IGDI is especially important in the context of tele-practice service delivery. Prior work using the ECI to monitor progress of an evidence-based language intervention proved useful in documenting improved intervention effects (Buzhardt et al., 2011; IGDIs also have played an important role in universal screening, identifying children likely to benefit from greater levels of individualization. IGDIs provide staff and families short-term, actionable information on the need to continue or change a child's intervention (Buzhardt et al., 2011). ...

Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children's Expressive Communication

NHSA Dialog A Research-to-Practice Journal for the Early Intervention Field