A parent-implemented mathematical language picture book intervention with Latinx dual language learners

• In Event: Using RCTs to Evaluate Effectiveness of Strengths-Based, Parent-Focused Interventions Promoting Positive Outcomes in Latino Children

Abstract

Introduction. Children’s knowledge of mathematical language is important for success in early numeracy (Purpura et al., 2017). Although the home environment is a child’s first learning environment, caregivers typically do not have the knowledge or resources to support mathematical development (DeFlorio & Beliakoff, 2015). Moreover, there are few easily accessible instructional tools available to support mathematical language—particularly in Spanish. Thus, we developed three picture books (Las Grandes Aventuras de los Pequeños Elefantes) with embedded mathematical language through an iterative process of feedback with monolingual and bilingual (Spanish-English) families. We then conducted a parent-implemented intervention with the goals of (1) evaluating immediate and delayed effects of the intervention on mathematical language and numeracy skills and (2) measuring social validity of the books.

Study Population. 67 Latinx parent-child pairs participated in this study and were randomly assigned to either intervention (n=38) or active control (n=29) conditions. There was an overall 19% attrition rate with 5% differential attrition (more participants in the control group left the study). On average, children were 4.29 years old (SD=0.78), 55% were female, and 68.6% of parents had less than a 2-year college degree. All children were dual language learners.

Methods. Both the intervention and active control condition procedures included a pretest, four weeks of intervention, a posttest, and an 8-week delayed posttest. The intervention condition had three researcher-developed bilingual picture books rich in mathematical language. The control condition had three researcher-developed bilingual picture books without mathematical language content. Parents were asked to read their books 12 times (4x each) over the course of four weeks. Children were assessed on mathematical language, numeracy, vocabulary, and cognitive flexibility at each visit. At the delayed posttest, parents also completed a feedback interview on the social validity of the intervention books.

Results. Descriptives are presented in Table 1. Parents in the intervention group reported engaging in 9.24 (SD=4.51) out of 12 reading sessions, whereas the control group reported participating in 7.1 (SD=5.38) out of 12 sessions. Regression models are presented in Table 2. The intervention effects on mathematical language were not statistically significant at posttest (β = 0.11, p = .166, d = 0.22) or delayed posttest (β = -0.07, p = .417, d = -0.14). Similarly, intervention effects on numeracy performance were also not statistically significant at posttest (β = -0.08, p = .267, d = -0.16) or delayed posttest (β = 0.01, p = .835, d = 0.02). However, parents in the intervention group reported they (M=8.72 out of 10, SD=1.89) and their child (M=9.10 out of 10, SD=1.52) enjoyed the books. Additionally, 90% reported their child liked the books the same or more than books they typically read (48% reported more). Further, 100% of parents reported they liked reading these books the same or more than other books they typically read with their child (55% reported more). Overall, although the intervention did not demonstrate significant impacts on children’s knowledge, the intervention materials did have strong social validity. Implications on interpretation regarding dosage and fidelity will be discussed.

Authors

• David James Purpura, Purdue University, West Lafayette
  Presenting Author

• Sara Anne Schmitt, University of Oregon
  Non-Presenting Author

• Amy R Napoli, University of Nebraska - Lincoln
  Non-Presenting Author

• Jennifer E. Dobbs-Oates, Purdue University
  Non-Presenting Author

• Yemimah King, Purdue University, West Lafayette
  Non-Presenting Author

• Laura Y Anaya, Ounce of Prevention Fund
  Non-Presenting Author

• Melody Kung, Georgia State University
  Non-Presenting Author

• Caroline Byrd Hornburg, Virginia Polytechnic Institute and State University
  Non-Presenting Author

• Lauren Westerberg, Purdue University, West Lafayette
  Non-Presenting Author

• Jimena Cosso, Pennsylvania State University, University Park
  Non-Presenting Author

• Giulia Alexandra Borriello, Indiana University - Bloomington
  Non-Presenting Author

• Lindsey Bryant, Purdue University, West Lafayette
  Non-Presenting Author

• Ellen Litkowski, SRCD Executive Branch Fellow, Office of Planning, Research and Evaluation (OPRE), Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS))
  Non-Presenting Author

• Joyce Lin, California State University - Fullerton
  Non-Presenting Author

• Emily Rolan, Purdue University
  Non-Presenting Author