Research Publications and Presentations

The article seeks to describe the Community of Practice project that was funded by the Ohio Department of Developmental Disabilities (ODDD) and implemented by the Principal Investigators together with Ashley. The work describes why the project is relevant internationally and provides preliminary future directions and suggestions.

Ashley has been collaborating with her colleagues and faculty from the University of Kentucky regarding the concurrent validity of the Assessment, Evaluation, and Planning System (AEPS, 2^nd ed.) with the Battelle Developmental Inventory (BDI-II). The work was initially submitted to Assessment for Effective Intervention last fall but rejected due to lack of sufficient inter-observer agreement (IOA). As such, Ashley has been tasked with revising the manuscript to resubmit to a special issue on mismeasurement in early childhood on the topic of the incompatibility of comparing norm-referenced assessments with curriculum-based assessments and the implications for practitioners using these tools for program eligibility purposes. In particular, Ashley worked with her Kent State colleague to re-run the developmental classification analyses on a more specific level (e.g., more comparisons between specific domains of development), and is now taking the sole lead role in the revision/development of the written manuscript that will be submitted on October 31,2013.

Ashley developed a research synthesis on the topic of tiered models of instruction in early childhood. The synthesis endeavored to identify the evidence-base, the components of tiered models that have been most successful, the interventions at different tiers that have improved student outcomes, and the way in which tiered models complement the concept of the curriculum framework. A companion webpage resource for faculty and consultants in Early Childhood and Early Intervention that includes this information as part of teaching and professional development continues to be under development.  Though the synthesis must now be updated for publication, this is in the works as tiered models continue to be a promising trend in early childhood education.

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 Refereed International/National

The session will describe the Community of Practice project, as well as share preliminary data regarding the coaching interactions of Early Intervention (EI) providers to families, and regional/parent coaches to EI providers. Ashley is taking the lead on data analysis to be prepared for presentation at the conference.