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1.
Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to improve their literacy and language skills via a new theoretically motivated intervention. Twelve 8‐year‐old treatment poor responders with severe and persisting reading difficulties participated. A 9‐week reading intervention incorporating reading, phonological and vocabulary training was implemented. Before the intervention began the children showed almost no progress over 6 months of regular classroom education, on measures of oral language and literacy. Over the intervention period improvements were made on measures of reading, phonological awareness and language skills, which were maintained 6 months later. Although the intervention was effective, it should be noted that most children remained poor readers and require ongoing remediation.  相似文献   

2.
The traditional role of the school psychologist has focused primarily on providing services to school-age children. However, the implementation of Public Law 99-457 has resulted in an increased need for psychologists who are knowledgeable about infants, toddlers, and preschoolers with disabilities and their families (Short, Simeonsson, &; Huntington, 1990). There is also an increased demand for school psychologists to provide consultation, intervention, and parent training services that are necessary components of early intervention programs.  相似文献   

3.
This study examined the effects of training six parents to use Enhanced Milieu Teaching (EMT) with their preschool children with autism or pervasive development disabilities. A modified single subject design across the six families was used to assess the parents' acquisition and generalized use of the EMT strategies. The parents learned to use the naturalistic language intervention strategies during 24 individual training sessions in the clinic and generalized their use of the strategies to home interactions at the end of the intervention. Follow- up observations in the clinic and home observations six months after the intervention indicated that parents maintained their use of the newly-learned procedures throughout the follow-up period but at levels lower than those achieved during the clinic training. Positive effects were observed on the use of communication targets for all children and on the complexity and diversity of productive language for most children. Child effects generalized and maintained for four of six children and there was evidence of change on developmental assessments of language for five of six children. Parent satisfaction with the intervention procedures and child outcomes was high.  相似文献   

4.
This study examined the effects of training six parents to use Enhanced Milieu Teaching (EMT) with their preschool children with autism or pervasive development disabilities. A modified single subject design across the six families was used to assess the parents' acquisition and generalized use of the EMT strategies. The parents learned to use the naturalistic language intervention strategies during 24 individual training sessions in the clinic and generalized their use of the strategies to home interactions at the end of the intervention. Follow- up observations in the clinic and home observations six months after the intervention indicated that parents maintained their use of the newly-learned procedures throughout the follow-up period but at levels lower than those achieved during the clinic training. Positive effects were observed on the use of communication targets for all children and on the complexity and diversity of productive language for most children. Child effects generalized and maintained for four of six children and there was evidence of change on developmental assessments of language for five of six children. Parent satisfaction with the intervention procedures and child outcomes was high.  相似文献   

5.
This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour.  相似文献   

6.
Rowe ML 《Child development》2012,83(5):1762-1774
Quantity and quality of caregiver input was examined longitudinally in a sample of 50 parent–child dyads to determine which aspects of input contribute most to children’s vocabulary skill across early development. Measures of input gleaned from parent–child interactions at child ages 18, 30, and 42 months were examined in relation to children’s vocabulary skill on a standardized measure 1 year later (e.g., 30, 42, and 54 months). Results show that controlling for socioeconomic status, input quantity, and children’s previous vocabulary skill; using a diverse and sophisticated vocabulary with toddlers; and using decontextualized language (e.g., narrative) with preschoolers explains additional variation in later vocabulary ability. The differential effects of various aspects of the communicative environment at several points in early vocabulary development are discussed.  相似文献   

7.
Current educational policy promotes the use of evidence-based practices to maximize children's learning outcomes. With the goal of enhancing a child's ability to learn functional language, the purpose of this study was to focus on involving families through the utilization of evidence-based intervention based upon the Applied Behaviour Analysis Verbal Behaviour (ABA VB) Approach. A multiple-probe design was implemented to evaluate the effects of ABA VB training with regard to four verbal operants (i.e. echoic, mand, tact, and intraverbal) for three young children with disabilities. Three measurements of learning outcomes were also gathered to monitor the progress of targeted skills (e.g. receptive and expressive vocabulary). The results revealed that the three children exhibited immediate and significant gains upon implementation of the ABA VB intervention and that those gains were maintained after the cessation of intervention. Further evidence of the efficacy of this intervention was found in the parents' ratings of satisfaction regarding the ABA VB approach.  相似文献   

8.
This study examined the effects of a multicomponent social communication intervention to promote language learning and peer‐directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three components: (a) a planning period for instructional purposes, (b) a play session to practice skills, and (c) a brief reporting period to review skill performance. A multiple baseline design across two dyads replicated across two additional dyads was used. Results indicated an increase in peer‐directed requests, verbal requests, and word diversity for 6 of the 8 participants postintervention. Implications of the results are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

9.
The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.  相似文献   

10.
In this article, Catherine Adams, clinical senior lecturer in speech and language therapy at the University of Manchester, and Julian Lloyd, senior lecturer in psychology at Newman College, Birmingham, describe the implementation and effects of an intensive programme of speech and language therapy for children who have pragmatic language impairment (PLI) attending mainstream education in the north west of England. An intervention which focused on aspects of pragmatic language such as conversation, inference and narrative was developed. Six children who have PLI (mean age=7;10 years), all with a Statement of special educational needs, participated in a single case study series in which they each received 20 sessions of the speech and language therapy programme in their own school. Guidance and specific training was provided for learning support assistants and classroom teachers. Despite showing heterogeneity in their initial profiles of impairment, progress in conversation skills was seen in all six children and some significant changes in language test performance were found. These findings suggest that intensive speech and language therapy intervention has the potential to produce generalis-able gains in language and communication skills in children who have PLI and indicate appropriate outcome measures for future effectiveness studies.  相似文献   

11.
A computer system which gives prerecorded speech prompts on request was developed and a study was carried out to evaluate its effectiveness in enhancing the reading attainment of young children. Sixty children aged 61 to 84 months were tested on three measures of sight vocabulary (BAS Word Recognition, Frequently Occurring Words, words from the books read) before and after the intervention period of one month, during which 30 of the children had access to the system. The intervention group made significantly higher gains on the tests than the control group. The amount of practice undertaken by subjects was highly positively correlated with their gains. The amount of help which they requested showed no relationship to the gains. These results suggest that some effective practice in reading can be given by a computer.  相似文献   

12.
This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language.  相似文献   

13.
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A secondary goal of this study was to examine the predictive utility of students’ English language proficiency, and students’ general vocabulary knowledge in English was a positive predictor for their academic vocabulary growth during the intervention. However, participants’ growth during the control period had the greatest predictive utility for their growth during the intervention. Furthermore, this relationship was negative, suggesting that the intervention had the greatest benefits for students who made the least progress in English vocabulary in the absence of the intervention. Implications for instruction, policy, and future research are presented.  相似文献   

14.
This article reviews research on intervention for young children with dual developmental and behavioural problems. It makes a case for intervention to include family variables and to occur in the preschool years. Behaviour problems are common in young children with developmental disabilities. If untreated these problems are likely to persist and become more challenging and severe in adulthood. Behaviour problems interfere with cognitive, social and emotional development, create additional family stress, often lead to exclusion from community services, and result in additional financial costs to the community. Intervention research provides some support for the effectiveness of parent management training and interventions based upon applied behaviour analysis. However, randomised controlled trials with adequate follow-up periods are required, along with the measurement of outcomes for the family as a whole.  相似文献   

15.
Time-in and time-out were used to treat inappropriate and noncompliant behaviors in a child with severe language disabilities and a child with a moderate mental disability and cerebral palsy. The target behaviors for Jeremy were compliance with first-time presented teacher instructions, elopement and aggression. Prior to intervention, archival baseline data for Jeremy suggested a compliance rate with teacher directives of approximately 9% and a high frequency of elopement and aggression. Following implementation of a compliance training package, compliance to teacher directives increased to 97% within the first week of intervention and minimal instances of elopement and aggression. Two, 24, and 40-week follow-up compliance checks yielded mean rates of 98%, 99%, and 98% respectively and no elopement or aggression. Reduction in object tossing behaviors was targeted for Jenny. Archival baseline, indicated through parent report, suggested tossing rates of 80% of the times objects were in hand. Frequency of object tossing behavior decreased to a near-zero level during intervention. The use of this intervention package with children in an effort to deter future chronic noncompliance and inappropriate behavior is discussed. © 1997 John Wiley & Sons, Inc.  相似文献   

16.
Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers’ use of language and on children’s language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they offered children. Research personnel used the checklists to elaborate a monthly summary of the language opportunities offered to each child in that month and discussed this information with teachers. Results revealed a significant advantage for intervention teachers in frequency of book readings and word discussions but not on children’s language growth. Dosage analyses showed that children identified by the self-monitoring device as receiving more language-learning opportunities improved significantly more from beginning to end of the school year in receptive vocabulary. Practice or Policy: Contextual barriers such as large numbers of children and unawareness of the impact of some language interactions can prevent teachers from engaging in important practices. Reminding teachers of the importance of those practices and helping them monitor their frequency may be a low-cost way of improving language opportunities for children in contexts where more intensive professional development is not possible.  相似文献   

17.
This study describes the development of a basic computer-based play pedagogy intervention using a dyscalculia-remedy-oriented approach such as repetition and number orientation manipulation, and the investigation of its effect on children displaying dyscalculia characteristics. This computer play was evaluated in a group of 50 seven-year-old Malaysian children, who were low achievers in mathematics subject and were divided into control and intervention group. The intervention group engaged with the newly developed computer play for an hour per day for five consecutive days, while the control group attended normal classroom learning for the same time period. Overall post-test scores indicated that children from the intervention group performed significantly better than the control group after the five-day intervention period by 57.9%. Number disorientation and arithmetic operation confusion, which are common amongst the children displaying dyscalculia characteristics, were also significantly reduced after the intervention. This implies that the children benefitted from the computer play.  相似文献   

18.
The purpose of the present study was to examine the effect of a small-group intervention based on the naturalistic approach on 220 children from 3–5 years of age. All kindergarten children received weekly sessions delivered by a SLP in collaboration with the kindergarten teacher. These sessions included various book related activities. Two intervention groups were identified: children from middle SES neighborhoods and children from low SES neighborhoods. A control group was matched to the first group and included children from middle SES neighborhoods. Children participating in the program were pre and post tested using three language tests in order to assess basic language skills. The main finding was that children in the intervention groups showed significantly greater gains from pre- to post-test relative to children in the comparison group. The program benefited children from different SES environments. The greatest progress was in the area of vocabulary. In sum, the combination of small group setting and age-appropriate interactive activities served to provide language promoting opportunities for these children.  相似文献   

19.
There is widespread agreement that early intervention for children with visual impairments and their families is important and beneficial. However, few con- trolled prospective studies of the effectiveness of various types of early intervention have been completed with these children. This randomized study evaluated the immediate and long-term effects of a comprehensive, weekly homebased intervention for infants and toddlers with visual impairments, compared with a low-intensity treatment through parent group meetings offered approximately 12 times per year. In annual assessments conducted for t h e years after the intervention was begun, there were negligible statistically significant or practical differences between groups based on a variety of measures of child and family functioning. In light of the cost-effectiveness analyses reported, questions are raised about the type of early intervention that should be provided to children with visual impairments.  相似文献   

20.
Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies.  相似文献   

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