The Effects of Transitive Conditioned Motivating Operation and Echoic on Mands in A Toddler with Language Delays

2018 ◽  
Vol 18 (2) ◽  
pp. 31-49
Author(s):  
Jeong hae Lee ◽  
Sung bong Lee
Keyword(s):  
Language Delays ◽  
Motivating Operation

Home Visits Fail to Identify Childhood Language Delays

2005 ◽  
Vol 35 (21) ◽  
pp. 42
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  
Home Visits ◽  
Language Delays

Parents’ Experiences Navigating Intervention Systems for Young Children With Mild Language Delays

2017 ◽  
Vol 39 (3) ◽  
pp. 180-198 ◽  
Author(s):  
Jennifer Marshall ◽  
Andrea Adelman ◽  
Stacey M. Kesten ◽  
Ruby A. Natale ◽  
Batya Elbaum
Keyword(s):  
Language Delays ◽  
Theory Approach ◽  
Language Therapy ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Effective Interventions ◽  
Timely Response ◽  
Education Act ◽  
Grounded Theory Approach ◽  
Parents Experiences

The purpose of this study was to explore the experiences of parents of children with mild language delays who were referred to an Individuals With Disabilities Education Act (IDEA) birth-to-3 or preschool program, were determined not eligible for services, and were referred on to a community-based program for short-term speech-language therapy. Interviews were conducted in the parents’ preferred language (10 Spanish, 10 English). A grounded theory approach was applied to identify emergent themes. Results indicated that the process of recognizing a developmental delay, receiving assessment results, and enrolling in services presents challenges that require parents to demonstrate engagement and advocacy throughout. This study highlights parents’ motivations for seeking out early intervention services and underscores the importance of understanding parents’ experiences navigating developmental service systems. Program planners can partner with parents to address barriers and also capitalize on successes to facilitate timely response to developmental concerns, appropriate referrals, and effective interventions.

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

Youths in foster care with language delays: Prevalence, causes, and interventions

2018 ◽  
Vol 55 (5) ◽  
pp. 523-538 ◽  
Author(s):  
Jessie C. Krier ◽  
Tonika Duren Green ◽  
Ashley Kruger
Keyword(s):  
Foster Care ◽  
Language Delays
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