A majority of children's language learning experiences occur in inclusive early child care and education settings. Few evidence-based professional development (PD) programs exist to empower early childhood education providers to use language instruction practices with children in inclusive classrooms. There is little research on providers'…

In children with a hearing loss who receive cochlear implants (CIs) under the age of 2, regular assessments are conducted to monitor auditory and linguistic progress. However, the collection of authentic, representative, and reliable expressive language data on young children with CIs remains a challenge. The purpose of the study was to determine…

This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included…

Longitudinal data on the unstructured interactions at home of nine children (ages 11-60 months) with Down syndrome were used to compare individual differences in initial expressive vocabulary growth to data on 42 children without disabilities. Findings indicate that the overall pattern of vocabulary growth was similar in all the children.…

This study tested the predictive validity of the Communication Composite of the Communication and Symbolic Behavior Scales with 58 children (ages 17 to 34 months) functioning at the prelinguistic stage of language development. Evaluation of expressive vocabulary 1 year later found that the Communication Composite and all tested clusters were…