Autism Outreach Podcast Episode #76: Story Champs with Dr. Trina Spencer”

Peer-Reviewed Published Research Studies

Language Dynamics Group is committed to developing, validating, and disseminating empirically supported assessment and intervention materials and procedures for use with diverse children. We believe that all children, regardless of cultural and linguistic diversity or disability, have the right to effective instruction. Applying empirically supported programs, tailoring instructional intensity to meet students’ needs, and monitoring student progress are important for making instruction effective for all children. Our philosophy aligns with a Multi-Tiered System of Support (MTSS) framework, in which the intensity and focus of instruction is adjusted to provide powerful intervention to students who do not readily make progress.

Published Story Champs® Studies

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18. Petersen, D. B., Staskowski, M., Spencer, T. D., Brough, M. P., & Foster, M. E. (2021). The effects of a multi-tiered system of language support on kindergarten oral and written language: A large-scale cluster randomized trial. Language, Speech, and Hearing Services in Schools.
17. Scadden-Nelson, B., Petersen, D. B., & Rai, A. (2021). The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India. Language and Education, 1-21.
16. Raymond, S. M, & Spencer, T. D. (2021). The effect of narrative language intervention on the language skills of children with hearing loss. Perspectives of ASHA Special Interest Groups, 6(2), 386-396.
15. Kirby, S. M., Spencer, T. D., & Chen, Y. I. (2021). Oral narrative instruction improves kindergarten writing. Reading & Writing Quarterly, 137(6), 574-591.
14. Gutierrez Arvizu, M. N. & Spencer, T. D. (2020). Comprensión auditiva en inglés con cuentos en primaria en México. Lenguas en Context, 11, 30-37. http://www.facultaddelenguas.com/lencontexto/?idrevista=28#28.30
13. Petersen, D. B., Mesquita, M. W., Spencer, T. D., & Waldron, J. (2020). Examining the effects of multi-tiered oral narrative language instruction on reading comprehension and writing: A feasibility study. Topics in Language Disorders, 40 (4), pp. E25-E39.
12. Spencer, T. D., Moran, M. K., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2020). Early efficacy of multi-tiered dual language instruction: Promoting preschoolers’ Spanish and English oral language. AERA Open, 6(1), 1-16.
11. Hessling, A., & Schuele, C. M. (2020). Individualized Narrative Intervention for School-Age Children With Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 1-19.
10. Spencer, T. D., Petersen, D. B., Restrepo, M. A., Thompson, & M. Gutierrez Arvizu, M. N. (2019). The effect of a Spanish and English narrative intervention on the language skills of young dual language learners. Topics in Early Childhood Special Education, 38(4), 204-219.
9. Spencer, T. D., & Petersen, D. B. (2018). Narratives bridge oral and written language: An oral language intervention study with writing outcomes. Language, Speech, and Hearing Services in Schools, 49, 569-581.
8. Spencer, T. D., Weddle, S. A., Petersen, D. B., & Adams, J. A. (2018). Multi-tiered narrative intervention for preschoolers: A Head Start implementation study. NHSA Dialog, 20(1), 1-28.
7. Petersen, D. B., Thompson, B. E., Guiberson, M., & Spencer, T. D. (2016). Cross-linguistic interactions from L2 to L1 as the result of individualized narrative language intervention with children with and without language impairment. Applied Psycholinguistics, 37(3), 703-724.
6. Weddle, S. A., Spencer, T. D., Kajian, M., & Petersen, D. B. (2016). An examination of a multi-tiered system of language support for culturally and linguistically diverse preschoolers: Implications for early and accurate identification. School Psychology Review, 45(1), 109-131.
5. Spencer, T. D., Petersen, D. B., & Adams, J. L. (2015). Tier 2 language intervention for diverse preschoolers: An early stage randomized control group study following an analysis of response to intervention. American Journal of Speech-Language Pathology, 24, 619-636.
4. Spencer, T. D., Petersen, D. B., Slocum, T. A., & Allen, M. M. (2015). Large group narrative intervention in Head Start classrooms: Implications for response to intervention. Journal of Early Childhood Research, 13(2),196-217.
3. Petersen, D. B., Brown, C. L., Ukrainetz, T. A., DeGeorge, C., Spencer, T. D., & Zebre, J. (2014). Systematic individualized narrative intervention on the personal narratives of children with autism. Language, Speech, Hearing Services in Schools, 45, 67-86.
2. Spencer, T. D., Kajian, M., Petersen, D. B., & Bilyk, N. (2013). Effects of an individualized narrative intervention on children’s storytelling and comprehension skills. Journal of Early Intervention, 35(3), 243-269.
1. Spencer, T. D., & Slocum, T. A. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention, 32(3), 178-199.

 

Story Champs® Studies Under Review

  1. Garcia, A. R., Spencer, T. D., Stern, B., Kirby, M. S. (2020). Additive effect, feasibility, and cost-effectiveness of family engagement activities that supplement dual language preschool instruction.
  2. Garcia, A. R., Spencer, T. D., & Kirby, M. S., (2020). The effect of narrative intervention on the listening and reading comprehension of children with autism.
  3. Spencer, T. D., Moran, M. K., Petersen, D. B., Thompson, M. S., & Restrepo, M. A. (2020). A design-based implementation study informing the iterative development of a Spanish-English multi-tiered language curriculum for early childhood MTSS.
  4. Petersen, D. B., Staskowski, M., Douglas, K., Spencer, T. D., & Foster, M. E. (2019). Multi-tiered oral narrative language intervention with preschool and kindergarten students: Improving academic narrative language.

Published Dynamic Assessment Studies

Click to review the validity and reliability data

  1. Petersen, D. B., Tonn, P., Spencer, T. D., & Foster, M. E. (2020). The classification accuracy of a dynamic assessment of inferential word learning for bilingual English/Spanish-speaking students. Language, Speech, and Hearing Services in Schools, 51(1), 144-164.
  2. Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting reading problems six years into the future: Dynamic assessment reduces bias and increases classification accuracy. Language, Speech, and Hearing Services in Schools, 49, 875-888.
  3. Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students. Journal of Speech-Language Hearing Research, 60(4), 983-998.
  4. Petersen, D. B., Allen, M. M., & Spencer, T. D. (2016). Predicting reading difficulty in first grade using dynamic assessment of decoding in early kindergarten: A large-scale longitudinal study. Journal of learning disabilities, 49(2), 200-215.
  5. Petersen, D. B., & Gillam, R. B. (2015). Predicting reading ability for bilingual Latino children using dynamic assessment. Journal of Learning Disabilities, 48(1), 3-21.
  6. Petersen, D. B., & Gillam, R. B. (2013). Accurately predicting future reading difficulty for bilingual Latino children at risk for language impairment. Learning Disabilities Research & Practice, 28(3), 113-128.

Published CUBED Studies

Click to review the validity and reliability data

  1. Petersen, D. B., Spencer, T. D., Konishi, A., Sellars, T. P., Robertson, D., & Foster, M. E. (2020). Using parallel, narrative-based general measures to examine the relationship between listening and reading comprehension. Language, Speech, and Hearing Services in Schools, 51(4), 1097-1111.
  2. Petersen, D. B., & Spencer, T. D. (2012). The Narrative Language Measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129.

Other Narrative Articles Authored by Spencer & Petersen

  • Spencer, T. D., & Petersen, D. B. (2020). Narrative intervention: Principles to practice. Language Speech Hearing Services in Schools, 51(4), 1081-1096.
  • Spencer, T. D., Weddle, S. A., Petersen, D. B., & Adams, J. A. (2018). Research-to-Practice Summary: Implementing a multi-tiered model of narrative language intervention in Head Start preschool classrooms. NHSA Dialog, 20(1), 96-100.
  • Petersen, D. B., & Richardson, A. (2018). Psychometric requirements of oral and written language progress monitoring assessments. Perspectives of the ASHA Special Interest Groups, 3 (1), pp. 180-197.
  • Brandel, J., & Petersen, D. B. (2018). A framework for curriculum-based language evaluations. Perspectives of the ASHA Special Interest Groups, 3(3), 67-87.
  • Petersen, D. B., & Petersen, J. W. (2016). Re-conceptualizing expository language as narration. Perspectives on Language Learning and Education, 1(1), 109-117.
  • Petersen, D. B., & Spencer, T. D. (2016). Using narrative intervention to accelerate canonical story grammar and complex language growth in culturally diverse preschoolers. Topics in Language Disorders, 36, 6-19.
  • Castilla, A., Petersen, D. B., Spencer, T. D., Hammer, K. (2015). Narrative development in monolingual preschool Spanish-speaking children. Early Education and Development, 0, 1-21.
  • Petersen, D. B., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations,21(1), 5-21.
  • Gillam, S., Fargo, J., Petersen, D. B., Clark, M. (2012). Assessment of structure dependent narrative features in modeled contexts: African American and European American children. English Linguistics Research, 1(1), 1-17.
  • Petersen, D. B., Gillam, S. L., & Gillam, R. B. (2008). Emerging procedures in narrative assessment: The index of narrative complexity. Topics in Language Disorders, 28(2), 111-126.
  • Petersen, D. B. (2011). A systematic review of narrative-based language intervention with children who have language impairment. Communication Disorders Quarterly, 32(4), 207-220.
  • Spencer, T. D., & Petersen, D. B. (2010). Narrative intervention for preschool classes. Utah Special Educator, 32(4), 26-29.
  • Petersen, D. B., Gillam, S. L., Spencer, T. D., & Gillam, R. B. (2010). The effects of literate narrative intervention on children with neurologically based language impairments: An early stage study. Journal of Speech, Language, and Hearing Research, 53, 961-981.

 

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