Improving the Vocabulary of Low SES Students with Developmental Delays: A Response to Intervention Evaluation

Abstract

The purpose of this study was to determine whether the vocabulary of low SES students, who also had low standardized language and cognitive scores, could be improved through a supplemental one-on-one intervention. Three first graders (6 years of age), who also had low weekly scores in a larger listening center intervention, received individualized Tier 2 intervention. In the baseline condition, students listened to interactive stories four days weekly under headphones during a listening center, classwide activity, with instruction on seven words embedded in stories. In the intervention condition, the participants received the same listening center intervention, but with several modifications including listening to the story via boom box with adult monitoring and implementation of a scaffolding hierarchy if correct answers were not provided. Data were collected on the prompts needed to achieve an accurate response, and the participants were tested weekly to measure knowledge of the words presented. All participants showed an increase in the number of independent responses given during instruction. However, minimal effects on word knowledge were shown during weekly testing. Clinical implications of this study suggest that although supplemental interventions may be helpful in improving vocabulary acquisition, additional programming is needed to ensure more complete learning.