A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms. Issue 1 (January 2023)

• Record Type: Journal Article
• Authors: Cunningham, Jennifer E.; Chow, Jason C.; Meeker, Kathleen Artman; Taylor, Abby; Hemmeter, Mary Louise; Kaiser, Ann P.
• Is Part Of: Infants and young children. Volume 36:Issue 1(2023)
• Page Start: 53
• Page End: 73
• Publication Date: 2023-01
• Subjects: language development -- social-emotional development -- Tier 1 support -- toddlers classrooms; Infant health services -- Periodicals; Child health services -- Periodicals; Child health services -- United States -- Periodicals; Child development -- Periodicals; Developmental disabilities -- Periodicals; 616.8588
• DOI: 10.1097/IYC.0000000000000232
• Languages: English
• ISSNs: 0896-3746

Abstract

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.