Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 3 |
Descriptor
Author
Bratsch-Hines, Mary | 1 |
Carr, Robert C. | 1 |
D'Agostino, Sophia R. | 1 |
Dueñas, Ana D. | 1 |
Fisher, Philip | 1 |
Imhof, Andrea | 1 |
Liu, Sihong | 1 |
Phu, Tiffany | 1 |
Plavnick, Joshua B. | 1 |
Schlueter, Lisa | 1 |
Vernon-Feagans, Lynne | 1 |
More ▼ |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Elementary Education | 1 |
Grade 5 | 1 |
Intermediate Grades | 1 |
Middle Schools | 1 |
Audience
Location
North Carolina | 1 |
Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Preschool Language Scale | 3 |
Classroom Assessment Scoring… | 1 |
Mullen Scales of Early… | 1 |
Wechsler Preschool and… | 1 |
What Works Clearinghouse Rating
Imhof, Andrea; Liu, Sihong; Schlueter, Lisa; Phu, Tiffany; Watamura, Sarah; Fisher, Philip – Prevention Science, 2023
Young children from low-SES backgrounds are at higher risk for delayed language development, likely due to differences in their home language environment and decreased opportunities for back and forth communicative exchange. Intervention strategies that encourage reciprocal caregiver-child interactions may effectively promote young children's…
Descriptors: Child Language, Expressive Language, Listening Comprehension, Video Technology
Dueñas, Ana D.; D'Agostino, Sophia R.; Plavnick, Joshua B. – Focus on Autism and Other Developmental Disabilities, 2021
Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study…
Descriptors: Peer Relationship, Play, Autism, Pervasive Developmental Disorders
Vernon-Feagans, Lynne; Carr, Robert C.; Bratsch-Hines, Mary; Willoughby, Michael – Developmental Psychology, 2022
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and…
Descriptors: Mothers, Linguistic Input, Parent Child Relationship, Reading Comprehension