The effects of intensive tact instruction with young children having speech delays on pure tacts and mands in non-instructional settings: A partial replication.

2014 ◽  
Vol 19 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Jeremy H. Greenberg ◽  
Wendy Tsang ◽  
Tracy Yip
Keyword(s):  
Young Children ◽  
Partial Replication ◽  
Speech Delays ◽  
Instructional Settings ◽  
Tact Instruction

Young Children's Reading Behaviors in Various Classroom Contexts

1992 ◽  
Vol 24 (3) ◽  
pp. 339-371 ◽  
Author(s):  
Ellen McIntyre
Keyword(s):  
Young Children ◽  
Reading Instruction ◽  
Reading Time ◽  
First Grade ◽  
Theory And Practice ◽  
Classroom Context ◽  
Reading Behaviors ◽  
Affective Characteristics ◽  
Implicit And Explicit ◽  
Instructional Settings

This is a study of classroom context and how it shapes children's beginning reading behaviors. Three first-grade children were observed and tape-recorded twice weekly during reading instruction for the first 10 weeks of school. Patterns of reading behaviors emerged through a constant comparison of conditions under which each of the behaviors occurred. The three children in this study learned to interpret the various classroom reading contexts and their responses reflected the conditions of each. The salient conditions included: (a) the instruction, (b) the implicit and explicit rules for functioning within that context, (c) the texts the children read, and (d) the physical and affective characteristics of the context. The differences in the contexts were often quite subtle, yet children followed instructional foci and read accordingly. It was evident that some behaviors occurred across contexts, whereas others did not. For example, children did not transfer many of the skills they were able to employ during the direct instructional settings to unguided reading time. Implications for theory and practice are offered to explain the reading behaviors of the young children.

Position and Axis Features in Young Children's Oblique Judgments: Partial Replication

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1317-1318
Author(s):  
Anat Scher
Keyword(s):  
Young Children ◽  
Spatial Representation ◽  
Memory Task ◽  
Partial Replication ◽  
Older Children ◽  
Representation System ◽  
Mental Operations

26 6-yr.-old children were given a memory task in which they were asked to compare the orientation of oblique lines. The performance of the children suggests a spatial representation system similar to that of older children. The representation assigned to obliques within a square display is characterized by the coding of position and axis information. Orientation comparisons are based on matching the coded information. As mental operations are limited the young children often do not respond correctly.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

The Need for a Broad-Based Model of Phonological Disorders

1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi
Keyword(s):  
Speech Production ◽  
Phonological Disorders ◽  
Production Processes ◽  
Assessment And Treatment ◽  
Speech Delays ◽  
Explanatory Adequacy ◽  
State Of Affairs ◽  
Assessment Procedures ◽  
Treatment Procedures

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

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