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Implementing a multi-tiered model of narrative language intervention in Head Start preschool classrooms

This implementation study examined the efficacy and feasibility of a multi-tiered narrative intervention when Head Start teachers and teaching assistants delivered all of the interventions and progress monitoring probes. In six Head Start classrooms, 105 children were assigned to receive the intervention or to receive their typical instruction. Children who attended the three classrooms that implemented the multi-tiered intervention showed significantly better story retelling and language comprehension skills than the children who attended preschool in the control classrooms. Additional questions addressed the feasibility of a multi-tiered system in Head Start classrooms. Findings indicate that Head Start teachers and teaching assistants can deliver large group, small group, and individual lessons with ease; they can administer brief progress monitoring probes and score children's retells without great difficulty. After a few months implementing the new program, teachers and teaching assistants became more comfortable with the procedures and considered a multi-tiered system to be more doable in their classrooms. (author abstract)
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