This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five U.S.…

The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of…

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children's single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between…

Schools are the portal through which many children with autism spectrum disorder access early intervention. Collaborating with teachers can be an effective way to implement evidence-based practices. In this study, teachers learned to embed strategies from the Joint Attention, Symbolic Play, Engagement, and Regulation intervention into the standard…

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. Participants were 3-5 year old children (n = 81) who were learning English and whose…

The purpose of this study was to assess changes in children's language skills and parenting stress following participation in the Parent-Child Mother Goose Program (PCMGP). The intervention group consisted of 29 parents (age range 24 to 43 years, "M" = 33.5, SD = 4.1) and 30 children (18 females and 12 males) with ages ranging from 1 to…

This study examined interactions between preschool children and parents during shared book reading by analyzing parental self-report data. Using confirmatory factor analytic procedures and structural equation modeling, this study developed a scale measuring meaning-related and print-related reading interactions and examined their associations with…

This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…

Eight retarded preschool children placed in a day activity center setting were selected for inclusion in a multimodality receptive language program to increase receptive language development and stimulate verbal (expressive) language behavior. (Author/SBH)

The paper reports on a study of the rate of language learning of 12 children aged 2 to 10 with severe to profound bilateral hearing losses. Intended to help deaf children learn spoken language at the same rate as average hearing Ss, the intervention stressed three qualities of linguistic information: (1) clarity, (2) appropriateness, and (3)…

This report presents an evaluation of the third and final year of Project Speak, funded under Part B of the Education for All Handicapped Children Act. Project Speak was initiated to stimulate the language development of preschool handicapped children through direct instruction and parent training. The program provided home-based language…

Eighteen preschoolers with language impairments who had participated in a highly effective five-month intervention that focused on expressive grammar received an additional five-month intervention. Although participants improved during Phase 2, improvements generally were not as strong as those noted for Phase l. The costly clinician-administered…

In light of the correlation between musical and linguistic skills, a program of musical activities was designed to promote discrimination of rhythmic and melodic elements and the association of auditory stimuli with visual stimuli and motor activities. The effects of the program on the vocabulary of preschool children were evaluated and compared…

An intensive early intervention program was evaluated by assessing gains made by 44 special needs children (age 2) in cognition, gross motor, fine motor, receptive language, and expressive language domains. Comparison of actual to predicted posttest scores did not reveal significant gains in any domains. In cognition, gross motor, and fine motor…

Presented is the fourth year report of a 4-year longitudinal study comparing effectiveness of seven preschool programs for deaf children. Schools are seen to emphasize either an oral-aural, Rochester (Oral-aural plus finger spelling), or total communication method of instruction. Included in the report are a brief review of literature on…