Practice-Based Research Syntheses

Research and Training Center on Early Childhood Development
Center for Evidence-Based Practices
Orelena Hawks Puckett Institute
Volume Three (Tentative Topics)

Evidence-Based Characteristics of Phonemic Awareness Instruction with Children Four Years of Age or Younger
Patricia A. Cutspec, Ph.D.

The National Reading Panel has released a major report that concludes systematic teaching of phonemic awareness is important for learning to read. Specifically, the Panel concluded that teaching phonics provided children with a better start in reading, especially during the first two years of school. They also concluded that phonics continued to have positive effects, thought less powerful, through age six. This synthesis will focus on the characteristics of multi-sensory instruction for promoting the phonemic awareness of young children with or at-risk for disabilities.

Effects of Repeated Storybook Reading on Young Children with or At-Risk for Disabilities
Patricia A. Cutspec, Ph.D.

The purpose of this practice-based research synthesis is to investigate the cognitive (language development) and social-emotional impact of repeated storybook reading on young children with or at-risk for disabilities and delays. The characteristics of existing practices will be reviewed and recommendations offered.

Characteristics of Adult Book Reading in Preschool Settings on the Emergent Literacy of Young Children
Patricia A. Cutspec, Ph.D.

This practice-based research synthesis will focus on the characteristics of adult book reading in preschool settings that help to develop and enhance the emergent literacy of children four years of age or younger. Researchers have recently begun to understand the dynamics of the association between social interaction and literacy development and “joint book reading” styles in the home and in preschool classrooms have received more attention in the literature. This synthesis was focused on the characteristics of joint book reading in preschool settings, as this reading occurs with adults and children with or at-risk for disabilities or delays. Cognitive and social-emotional consequences of this practice will be investigated.

Effects of Parent-Centered Intervention on Children with Attention Deficit/Hyperactivity Disorder
Patricia A. Cutspec, Ph.D.

In this research synthesis, the impact of parent-centered intervention on children with ADHD is synthesized. The positive consequences resulting from this type of treatment are presented and specific strategies are recommended.

The Effects of Yoga as Relaxation Therapy for Children At-Risk for Disabilities or Delays
Danielle Kassow, Ph.D.

Relaxation therapy, which includes self-regulatory techniques, has been noted as a viable method for promoting stress reduction, behavior awareness, and cognitive benefits. Many forms of relaxation therapy exist such as meditation and guided visual imagery; one form that is gaining popularity for use with young children is yoga. This research synthesis will focus on the positive outcomes of the use of yoga with young children, specifically outcomes related to stress reduction, behavioral awareness, learning self-regulation techniques, and achieving cognitive benefits.

Characteristics and Consequences of Child Participation in Everyday Community Activity Settings
Tracy Humphries, Ph.D.

This synthesis will integrate findings regarding how participation in everyday community activities can enhance the development of young children. The review focuses on the particular characteristics of community participation that are related to optimal developmental benefits.

Influence of Hyperbaric Oxygen Therapy on the Behavior of Young Children with Cerebral Palsy
Carl J. Dunst, Ph.D.

This synthesis includes a review of available evidence regarding the use of supplemental oxygen on the motor development of young children with cerebral palsy. The use of hyperbaric oxygen therapy for children with motor impairments is increasingly being prescribed as a means of improving brain functioning damaged by a lack of oxygen pre- or post-natally.

Validity of the DC: 0-3 Diagnostic Classification System
Carl J. Dunst, Ph.D.
Patricia A. Cutspec, Ph.D.

The validity of the Birth to Three Diagnostic Classification System for reliably detecting various behavior-related disorders is the focus of this research synthesis. The DC: 0-3 is modeled after the DSM diagnostic classification system, and has increasingly being recommended as a tool for early identification of infants and toddlers with mental health-related problems.

Influence of Early Music Experiences on Infants’ Social-Emotional Development
Carl J. Dunst, Ph.D.
Nicole Roper, M.A.

This practice-based research synthesis is focused on examining different types of early music experiences used with young children with an emphasis on the influence of the practice on social-emotional responding. A specific focus of the synthesis is a determination of whether music has certain reinforcement characteristics that make it an especially potent behavior consequence.

Primary vs. Multiple Service Providers and the Development of Young Children with Disabilities
M’Lisa Shelden, Ph.D.

This synthesis will integrate the findings of studies that examine the effects of using a primary service provider as opposed to multiple providers to promote the development of young children with disabilities.

Characteristics of a Consultative Approach for Promoting the Development of Communication in Young Children with Disabilities
Dathan Rush, M.A.

This synthesis reviews research regarding the effectiveness of the use of consultation provided by speech-language pathologists to teachers and child care providers of young children with disabilities to promote communication development.

Sposored by the Office of Special Education and Rehabilitative Services

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