Teaching social skills to developmentally delayed preschoolers.

A Social Skills Program for Developmentally Delayed Preschoolers

Journal of Clinical Child Psychology ◽

10.1207/s15374424jccp2004_11 ◽

1991 ◽

Vol 20 (4) ◽

pp. 428-433 ◽

Cited By ~ 19

Author(s):

Johnny L. Matson ◽

Virginia E. Fee ◽

David A. Coe ◽

Danielle Smith

Keyword(s):

Social Skills ◽

Developmentally Delayed ◽

Social Skills Program

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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Vocal Communications of a Developmentally Delayed Child

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1802.112 ◽

1987 ◽

Vol 18 (2) ◽

pp. 112-130

Author(s):

Mary Ann Romski ◽

Sharon Ellis Joyner ◽

Rose A. Sevcik

Keyword(s):

Language Learning ◽

Developmental Delays ◽

Developmentally Delayed ◽

Language Impaired ◽

Diary Data ◽

Word Acquisition ◽

Diary Studies ◽

Usage Patterns ◽

Vocal Communications ◽

Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5504.665 ◽

1990 ◽

Vol 55 (4) ◽

pp. 665-678 ◽

Cited By ~ 6

Author(s):

Beth A. Mineo ◽

Howard Goldstein

Keyword(s):

Developmentally Delayed ◽

Matrix Training ◽

Lexical Knowledge ◽

Baseline Design ◽

Recombinative Generalization ◽

Word Combination ◽

Expressive Performance ◽

Preschool Boys ◽

Linguistic Aspect ◽

Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

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