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Swisher, Linda; And Others – Journal of Speech and Hearing Research, 1995
Twenty-five preschool children with specific language impairment and 25 controls were evaluated on generalization of trained bound morphemes to untrained vocabulary stems, in 2 training conditions: explicit, trainer verbalization of the affixation "rule" and an "implicit rule" condition. Findings indicated that explicit presentation of…
Descriptors: Generalization, Instructional Effectiveness, Language Acquisition, Language Impairments

Miranda-Linne, Fredrika; Melin, Lennart – Research in Developmental Disabilities, 1992
Incidental teaching and traditional discrete-trial procedures were used to teach two children (ages 10 and 12) with autism the expressive use of two color adjectives. Results demonstrated that traditional discrete-trial teaching was more efficient and produced faster acquisition but incidental teaching resulted in greater generalization and equal…
Descriptors: Adjectives, Autism, Elementary Education, Expressive Language

Mineo, Beth A.; Goldstein, Howard – Journal of Speech and Hearing Disorders, 1990
Four developmentally delayed preschoolers were taught action-object responses in receptive and expressive language modalities, using matrix-training procedures. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a…
Descriptors: Expressive Language, Generalization, Instructional Effectiveness, Language Acquisition

Tirapelle, Lori; Cipani, Ennio – Exceptional Children, 1992
This study evaluated the "missing-item" language intervention with two moderately to severely retarded students (ages five and six) in a special class setting. The missing-item format produced effects in requests for targeted snack items and, after generalization training, a requesting repertoire that was durable and generalized across…
Descriptors: Expressive Language, Generalization, Instructional Effectiveness, Intervention

Stromer, Robert; And Others – Journal of Applied Behavior Analysis, 1996
This review of research discusses how children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A proposed methodology for researching referent naming and class formation, analysis of stimulus classes, and generalization is offered. (CR)
Descriptors: Autism, Behavioral Science Research, Classification, Cognitive Processes

Yoder, Paul J.; And Others – Journal of Speech and Hearing Research, 1994
Four toddlers with mental retardation were studied in the context of a multiple baseline across subjects design. Results supported the use of a modified version of milieu teaching to increase intentional requesting by these children. Increased intentional requesting was generalized to interactions with mothers. (Author/DB)
Descriptors: Communication Skills, Developmental Disabilities, Expressive Language, Generalization

Camarata, Stephen M.; And Others – Journal of Speech and Hearing Research, 1994
This study compared the relative effectiveness of imitative intervention and conversational recast language intervention applied to grammatical morpheme and complex sentences in 21 children with specific language impairment. The conversational procedure was found to require fewer presentations to first spontaneous use and to produce more…
Descriptors: Communication Skills, Expressive Language, Generalization, Grammar

Kaczmarek, Louise A.; And Others – Topics in Early Childhood Special Education, 1996
Two three-year olds, one verbal and one nonverbal, with moderate to severe developmental delays were taught target communication objectives using milieu language teaching. The children generalized their target objectives spontaneously and in probe situations that also required them to display listener preparatory behaviors. (Author/DB)
Descriptors: Communication Skills, Delayed Speech, Developmental Delays, Generalization

Taylor, Bridget A.; Harris, Sandra L. – Journal of Applied Behavior Analysis, 1995
A time delay procedure was used to teach three children (ages 5-9) with autism to ask the question "What's that?" when novel stimuli were presented, and generalization of the skill was assessed. Results suggest that children with autism can be taught to ask questions that lead to acquisition of new information. (Author/DB)
Descriptors: Autism, Children, Elementary Education, Expressive Language

Kaiser, Ann P.; Hester, Peggy P. – Journal of Speech and Hearing Research, 1994
The primary and generalized effects of Enhanced Milieu Training were examined with six preschool children with significant language delays. Children systematically increased their use of target language skills during the intervention sessions, and these changes were maintained when treatment was discontinued. Some generalization to untrained…
Descriptors: Delayed Speech, Generalization, Instructional Effectiveness, Intervention

Schuele, C. Melanie; And Others – Journal of Speech and Hearing Research, 1995
This study investigated "redirects," a procedure in which a teacher redirects a child's communication from the teacher to a peer, as a means to facilitate initiations to peers. Use with four preschool boys with specific language impairment found that most of the redirected initiations received conversational responses from peers. Generalization to…
Descriptors: Classroom Communication, Classroom Techniques, Communication Skills, Generalization
Losardo, Angela; Bricker, Diane – American Journal on Mental Retardation, 1994
This single-subject study compared the effectiveness of two intervention approaches, direct instruction and activity-based intervention, on acquisition and generalization of object names by six young children who were at risk or had developmental delays. Acquisition of object names was enhanced by use of highly structured didactic approaches to…
Descriptors: At Risk Persons, Developmental Delays, Experiential Learning, Generalization

Doyle, Patricia Munson; And Others – Journal of Special Education, 1996
Four students (ages seven to nine) with moderate mental retardation were successfully taught to name photographs of foods using a progressive time delay procedure. Presentation of the supermarket grocery department as part of the discriminative stimulus was effective in increasing the percentage of correct responding. Some generalization occurred…
Descriptors: Classification, Community Based Instruction (Disabilities), Discrimination Learning, Elementary Education