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Direct linkHolliday, Erin L.; Harrison, Linda J.; McLeod, Sharynne – Journal of Early Childhood Research, 2009
Including children as research participants is an important new direction in early childhood research. However, it is rare for such studies to include the voices of children with significant communication impairment. This article suggests that drawing may be an appropriate non-verbal method for "listening" to these children's ideas and recording…
Descriptors: Childrens Art, Communication Disorders, Interpersonal Communication, Freehand Drawing
Yoshinaga-Itano, Christine – Journal of Communication Disorders, 2004
Levels of evidence differ according to the audience addressed. Implementation of universal newborn hearing screening requires responses to a complex myriad of diverse groups: the general public, families with children who are deaf or hard of hearing, the deaf and hard of hearing communities, hospital administrators, physicians (pediatricians,…
Descriptors: Hearing (Physiology), Screening Tests, Early Intervention, Identification
Peer reviewedSiegel, Bryna – Infants and Young Children, 1999
This article evaluates three early intervention approaches--applied behavior analysis, TEAACH (Treatment and Education of Autistic and Related Communication Handicapped Children), a structured classroom-based program, and relationship therapy/"floor time"--to identify which aspects of each approach complement individual learning styles…
Descriptors: Autism, Behavior Modification, Child Development, Cognitive Style
Bruce, Susan M. – International Journal of Disability, Development and Education, 2005
Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward…
Descriptors: Symbolic Learning, Cues, Object Permanence, Communication Disorders
Peer reviewedAbbeduto, Leonard; Nuccio, Jill – School Psychology Review, 1989
It is proposed that the identification and description of students with communication problems requires assessments in four domains: (1) linguistic ability; (2) cognitive ability; (3) social skill; and (4) pragmatic competence. Evidence from research on individuals with mental retardation and other developmental disorders is presented. (SLD)
Descriptors: Adolescent Development, Adolescents, Child Development, Children
Peer reviewedAllen, Doris A. – School Psychology Review, 1989
Developmental language disorders in preschool children are described. Levels of linguistic functioning are defined, and clinical language disorders are presented. Implications for the school psychologist are discussed, with an emphasis on assessment of verbal and non-verbal functions. (SLD)
Descriptors: Child Development, Child Language, Classification, Clinical Diagnosis
Kamhi, Alan G., Ed.; And Others – 1996
The collection of papers on language development and African-American children includes: "The Challenges of Conducting Language Research with African American Children" (Holly K. Craig); "Issues in Recruiting African American Participants for Research" (Joyce L. Harris); "Issues in Assessing the Language Abilities of…
Descriptors: Articulation (Speech), Black Dialects, Black Youth, Child Development
