A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms

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Abstract

The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide.

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Most cited references 107

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Erika Hoff (2015)

The hypothesis was tested that children whose families differ in socioeconomic status (SES) differ in their rates of productive vocabulary development because they have different language-learning experiences. Naturalistic interaction between 33 high-SES and 30 mid-SES mothers and their 2-year-old children was recorded at 2 time points 10 weeks apart. Transcripts of these interactions provided the basis for estimating the growth in children's productive vocabularies between the first and second visits and properties of maternal speech at the first visit. The high-SES children grew more than the mid-SES children in the size of their productive vocabularies. Properties of maternal speech that differed as a function of SES fully accounted for this difference. Implications of these findings for mechanisms of environmental influence on child development are discussed.

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Author and article information

Journal

Title: Infants & Young Children

Publisher: Ovid Technologies (Wolters Kluwer Health)

ISSN (Print): 0896-3746

Publication date Created: 2023

Publication date (Print): January 2023

Volume: 36

Issue: 1

Pages: 53-73

Article

DOI: 10.1097/IYC.0000000000000232

SO-VID: 016b254b-e731-4cdc-8012-d89cb5d30770

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