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Direct linkAndrea L. B. Ford; Marianne Elmquist; LeAnne D. Johnson; Jon Tapp – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Estimating the sequential associations between educators' and children's talk during language learning interactions requires careful consideration of factors that may impact measurement stability and resultant inferences. This research note will describe a preliminary study that used generalizability theory to understand the contribution…
Descriptors: Preschool Children, Preschool Curriculum, Preschool Education, Preschool Teachers
Bao, Shimin; Sweatt, Kristin T.; Lechago, Sarah A.; Antal, Sarah – Journal of Applied Behavior Analysis, 2017
Many Early Intensive Behavioral Intervention (EIBI) curricula recommend teaching receptive responding before targeting expressive responding (Leaf & McEachin, 1999; Lovaas, 2003). However, a small literature base suggests that teaching expressive responses first may be more efficient when teaching children with ASD and other developmental…
Descriptors: Autism, Pervasive Developmental Disorders, Intellectual Disability, Early Intervention
Lammertink, Imme; Boersma, Paul; Wijnen, Frank; Rispens, Judith – Language Learning and Development, 2020
Children with Developmental Language Disorder (DLD) have difficulties acquiring the grammatical rules of their native language. It has been proposed that children's detection of sequential statistical patterns correlates with grammatical proficiency and hence that a deficit in the detection of these regularities may underlie the difficulties with…
Descriptors: Grammar, Language Impairments, Language Acquisition, Native Language
