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Research has shown that the context of practice tasks can have a significant impact on learning, with long-term retention and transfer improving when tasks of different types are mixed by interleaving (abcabcabc) compared with grouping together in blocks (aaabbbccc). This study examines the influence of context via interleaving from a psychometric perspective, using educational assessments designed for early childhood. An alphabet knowledge measure consisting of four types of tasks (finding, orienting, selecting, and naming letters) was administered in two forms, one with items blocked by task, and the other with items interleaved and rotating from one task to the next by item. The interleaving of tasks, and thereby the varying of item context, had a negligible impact on mean performance, but led to stronger internal consistency reliability as well as improved item discrimination. Implications for test design and student engagement in educational measurement are discussed.

Learning to read is founded on the acquisition of oral language, phonological processing, print awareness, knowledge, and comprehension skills acquired before school entry. Practitioners who work with very young children have limited means of knowing whether interventions in these areas are helping children make progress toward important language and early literacy outcomes. As a result, reporting of child outcomes in these areas is usually insufficient at the program, state, and national levels. Child performance measures are needed that are easy and repeatable so that estimates of child growth can be obtained and used to inform intervention decisions. Individual Growth and Development Indicators are emerging as a robust approach to assessment particularly well suited to these challenges. This article describes 5 Individual Growth and Development Indicators for measuring progress in young children's early language and literacy. A brief overview of theoretical and empirical background information is provided demonstrating the reliability, validity, and feasibility of this approach for measuring growth in these critical areas of child development. Examples illustrate how these measures are used in early intervention programs for evaluating the progress of children as well as for program evaluation. [ABSTRACT FROM AUTHOR]

Parents play an important role in creating home language environments that promote language development. A nonequivalent group design was used to evaluate the effectiveness of a community-based implementation of LENA Start™, a parent-training program aimed at increasing the quantity of adult words (AWC) and conversational turns (CT). Parent-child dyads participated in LENA Start™ (n = 39) or a generic parent education program (n = 17). Overall, attendance and engagement in the LENA StartTM program were high: 72% of participants met criteria to graduate from the program. Within-subject gains were positive for LENA Start™ families. Comparison families declined on these measures. However, both effects were non-significant. Between-group analyses revealed small to medium-sized effects favoring LENA Start™ and these were significant for child vocalizations (CV) and CT but not AWC. These results provide preliminary evidence that programs like LENA StartTM can be embedded in community-based settings to promote quality parent-child language interactions.

Purpose This study was conducted in a large Midwestern metropolitan area to examine the language environments at home and in center-based childcare for young children who are living in poverty. We compared child language use and exposure in the home and childcare settings using extended observations with automated Language Environment Analysis to gain a deeper understanding of the environmental factors that may affect change in language outcomes for young children. Method Thirty-eight children, along with parents ( n = 38) and childcare providers ( n = 14) across five childcare centers, participated in this study. Each child completed a standardized language assessment and two daylong recordings with Language Environment Analysis to determine the number of adult words, conversational turns, and child vocalizations that occurred in each setting. Data were analyzed at 5-min intervals across each recording. Results Comparisons between home recordings in this sample and a comparison group showed reliably higher rates of adult words and conversational turns in the home setting. Linear mixed-effects regression models showed significant differences in the child language environments, with the home setting providing higher levels of language input and use. These effects were still meaningful after accounting for the time of day, participant demographic characteristics, and child language ability. Conclusions Practical implications for supporting child language development across settings are discussed, and suggestions for further research are provided. Supplemental Material https://doi.org/10.23641/asha.12042678.

A trivial flaw in the utilization of artificial neural networks in interpolating chemical potential energy surfaces (PES) whose descriptors are Cartesian coordinates is their dependence on simple translations and rotations of the molecule under consideration. A different set of descriptors can be chosen to circumvent this problem, internuclear distances, inverse internuclear distances or z-matrix coordinates are three such descriptors. The objective is to use an interpolated PES in instanton rate constant calculations, hence information on the energy, gradient, and Hessian is required at coordinates in the vicinity of the tunneling path. Instanton theory relies on smoothly fitted Hessians, therefore we use energy, gradients, and Hessians in the training procedure. A major challenge is presented in the proper back-transformation of the output gradients and Hessians from internal coordinates to Cartesian coordinates. We perform comparisons between our method, a previous approach and on-the-fly rate constant calcuations on the hydrogen abstraction from methanol and on the hydrogen addition to isocyanic acid. © 2018Wiley Periodicals, Inc., (© 2018 Wiley Periodicals, Inc.)

Microcanonical instanton theory offers the promise of providing rate constants for chemical reactions including quantum tunneling of atoms over the whole temperature range. We discuss different rate expressions, which require the calculation of stability parameters of the instantons. The traditional way of obtaining these stability parameters is shown to be numerically unstable in practical applications. We provide three alternative algorithms to obtain such stability parameters for non-separable systems, i.e., systems in which the vibrational modes perpendicular to the instanton path couple to movement along the path. We show the applicability of our algorithms on two molecular systems: H 2 + OH → H 2 O + H using a fitted potential energy surface and HNCO + H → NH 2 CO using a potential obtained on-the-fly from density functional calculations.

Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework., (© Hammill Institute on Disabilities 2013.)

Early literacy individual growth and development indicators (EL-IGDIs) assess preschoolers' expressive vocabulary development and phonological awareness. This study investigated longitudinal change in EL-IGDIs using a large (N=7355), internet-based sample of 36- to 60-month-old United States preschoolers without identified risks for later achievement delays. There were three major findings. First, results identified sensitivity to longitudinal change for all three EL-IGDIs (i.e., Picture naming, Rhyming, and Alliteration). Second, results demonstrated age-related differences in growth rates between 3- and 4-year-olds, especially for Rhyming and Alliteration. Third, preliminary national norms were reported. Discussion highlights the need for research examining the sensitivity of EL-IGDIs for younger preschoolers., (Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

The purpose of this paper is to review the knowledge available from aggregated research (primarily through 2000) on the characteristics of social interactions and social relationships among young children with autism, with special attention to strategies and tactics that promote competence or improved performance in this area. In its commissioning letter for the initial version of this paper, the Committee on Educational Interventions for Children with Autism of the National Research Council requested "a critical, scholarly review of the empirical research on interventions to facilitate the social interactions of children with autism, considering adult-child interactions (where information is available) as well as child-child interactions, and including treatment of [one specific question]: What is the empirical evidence that social irregularities of children with autism are amenable to remediation?" To do this, the paper (a) reviews the extent and quality of empirical literature on social interaction for young children with autism; (b) reviews existing descriptive and experimental research that may inform us of relations between autism and characteristics that support social development, and efforts to promote improved social outcomes (including claims for effectiveness for several specific types of intervention); (c) highlights some possible directions for future research; and (d) summarizes recommendations for educational practices that can be drawn from this research.

Examined the effects of cumulative prenatal substance exposure and cumulative environmental risk on the developmental trajectories of 278 infants, toddlers, and preschool children. Results indicated that both cumulative risk indexes were significantly correlated. Results also indicated that both indexes were related to decrements in developmental trajectories (intercept and slope) from 3 to 57 months of age. Both prenatal exposure and environmental risk added unique variance to the prediction of developmental level and rate of growth when entered after covariates (i.e., birth weight and sex). However, across a number of models with and without covariates, environmental risk accounted for more variance in developmental trajectories than did prenatal exposure. Implications are discussed.

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.