The Evidence Base

Overview of the Mediated Learning Curriculum evidence base

The Mediated Learning Curriculum has been extensively and rigorously evaluated, and proven to be effective, using experimental design (random assignment to groups), including longitudinal follow-up of curriculum impact up to ten years after early intervention. In addition, the model has been replicated in Early Childhood Special Education Settings and Head Start settings across the country. The positive effects of the Mediated Learning Curriculum have been documented in research that has been published in peer-reviewed journals (i.e., Dale & Cole, 1988; Cole, Mills, & Dale, 1989; Cole, Dale, & Mills, 1991; Notari, Cole, & Mills, 1992; Cole, Dale, Mills, & Jenkins, 1993; Mills, Dale, Cole, & Jenkins, 1995). The Mediated Learning Curriculum was found to be effective with young children with special needs in the 3 yr. to 6 yr. age range in facilitating cognitive and social development. It was more effective than direct instruction models in developing academic and language skills in children with mild to moderate cognitive and language delays.

We found in our follow-up research that the positive effects of the curriculum were evident in children as late as age 9. We are now analyzing follow-up data at age 13, and are still finding positive effects of the Mediated Learning Curriculum over more direct teaching methods for children who were mildly to moderately delayed.

Validation studies

Below is a summary of key research documenting the efficacy of the core curriculum with young children with disabilities in inclusive settings.

Cole, Dale, Mills and Jenkins (1993)

In this study we compared the effects of mediated learning (ML) and direct instruction in a randomized design using 164 children (mean age 4.75 yrs) with mild to moderate disabilities in cognitive, language, social-emotional, and/or motor development. No main effect differences between the 2 intervention groups were found on a battery of measures, including the McCarthy Scales of Children's Abilities, Peabody Picture Vocabulary Test--Revised (PPVT--R), and Test of Early Language Development. Aptitude by Treatment Interaction (ATI) analyses of pretest and posttest results indicated that relatively higher performing Ss gained more from DI, whereas relatively lower performing Ss gained more from ML.

Cole, Dale, and Mills (1991)

In this examination of the relative effects of Mediated Learning and Direct Instruction specifically for children with language delays, we provided one year of intervention to 55 children were in the DI group and 52 children in the ML group. Children were 3-7 yrs old. Systematic observations documented implementation of the programs and differences between the programs. No main effects were found, but aptitude X treatment interactions indicated children in the Mediated Learning model who were relatively lower functioning at the beginning of intervention performed significantly higher at posttest on language measures.

Mills, Dale, Cole, and Jenkins (1995)

In this follow-up study we examined cognitive, academic, and social outcomes at age 9 yrs for a group of 141 children who participated in 2 highly contrasting early intervention programs, mediated learning (ML) and direct instruction (DI). There were several significant aptitude-by-treatment interactions. Initially lower performing children gained more from ML. These interactions, of the same magnitude of those observed several years earlier, appear to reflect an enduring effect of the early programs.

References

Cole, K.N., Dale, P.S., & Mills, P.E. (1991).
Individual differences in language delayed children's responses to direct and interactive preschool instruction. Topics in Early Childhood Special Education, 11 (1), 99-124.

Cole, K.N., Dale, P.S., Mills, P.E., & Jenkins, J.R. (1993).
Interaction between early intervention curricula and student characteristics. Exceptional Children, 60, 17-28.

Cole, K.N., Mills, P.E., & Dale, P.S. (1989).
Comparison of effects of academic and cognitive curricula for young handicapped children one and two years post-program. Topics in Early Childhood Special Education, 9(3), 110-127.

Dale, P.S., & Cole, K.N. (1988).
Academically-based and cognitively based programs for young handicapped children: A comparative evaluation. Exceptional Children, 54, 439-447.

Emerson, L. (1991).
MLE and American Indian education. In R. Feuerstein, P. Klein, & A. Tannebaum (Eds.), Mediated learning experience (MLE): Theoretical, psychological, and learning implications (pp. 133-156). London , England : Freund Publishing.

Homer, A.M., & Inglebret, E. (1999).
Results of dynamic assessment for American Indian children. Paper presented at the American Speech-Language Hearing Association Conference, San Francisco , CA , November 1999.

Kaniel, S., Tzuriel, D., Feuerstein, R., & Ben-Shachar, N. (1991).
Dynamic assessment: Learning and transfer abilities of Ethiopian immigrants to Israel . In R. Feuerstein, P. Klein, & A. Tannebaum (Eds.), Mediated learning experience (MLE): Theoretical, psychological, and learning implications (pp. 179-212). London , England : Freund Publishing.

Mehl, M.C. (1991).
Mediated learning experience: A case study. In R. Feuerstein, P. Klein, & A. Tannebaum (Eds.), Mediated learning experience (MLE): Theoretical, psychological, and learning implications. London , England : Freund Publishing.

Mills, P., Dale, P., Cole, K.N., & Jenkins, J.R. (1995).
Follow-up of children from academic and cognitive preschool curricula at age 9. Exceptional Children, 61, 378-393.

Notari, A., Cole, K.N., & Mills, P.E. (1992).
Facilitating cognitive and language skills of young children with disabilities: The mediated learning process. International Journal of Cognitive Education, 2, 169-179.