Research regarding specific strategies adolescent mothers (AMs) may utilize to facilitate early language and emergent literacy skills in their children is lacking. This exploratory study investigated AMs' perceived use of preselected common language and emergent literacy strategies and correlated their use of these strategies to their children's…

The investigators compared two techniques for teaching expressive vocabulary to late talkers: modeling with an expectant pause and modeling with an evoked child production. They also explored the influence of neighborhood density on children's real word learning. Three late talkers (ages 25-33 months) received two alternating vocabulary treatments…

Many children born with severe and multiple disabilities have complex communication needs and may use no speech or only minimal speech to communicate. Meaningful assessment of their expressive skills to identify communication strengths along a developmental trajectory is an essential first step toward appropriate intervention. This article…

This study documents the communication strengths of 14 adults who resided in community group-home settings through the use of staff informant reports. These participants had as many as 12 different communication forms (e.g., reaching gestures, body orientation, facial expression, leading gestures, eye gaze, vocalizations) and 11 different…

Receptive language, prelinguistic communication, maternal responses, vocabulary level, and expressive language were measured at six-month intervals for 58 young children with disabilities or developmental delays and their primary caretakers. Results supported the importance of caregivers responding differentially to preintentional and intentional…