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Farkas, Chamarrita – Early Education and Development, 2019
This article examines similarities and differences in Chilean teachers' competences, which were organized into profiles, and the associations of these profiles with children's language development. Teacher-child interactions were assessed when the children were 12 (n=99) and 30 months old (n=73), using the Adult Sensitivity Scale, the Evaluation…
Descriptors: Foreign Countries, Teacher Competencies, Language Acquisition, Young Children
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Curiel, Emily S. L.; Sainato, Diane M.; Goldstein, Howard – Journal of Early Intervention, 2018
Although matrix training is an intervention technique designed to promote generative language, it has not been applied widely to toddlers with autism spectrum disorder (ASD) despite the benefits it may have for this young population. We investigated the use of matrix training to teach generative receptive language to toddlers with ASD and other…
Descriptors: Autism, Pervasive Developmental Disorders, Toddlers, Teaching Methods
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Vedora, Joseph; Grandelski, Katrina – Journal of Applied Behavior Analysis, 2015
The use of a simple-conditional discrimination training procedure, in which stimuli are initially taught in isolation with no other comparison stimuli, is common in early intensive behavioral intervention programs. Researchers have suggested that this procedure may encourage the development of faulty stimulus control during training. The current…
Descriptors: Comparative Analysis, Teaching Methods, Toddlers, Autism
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Curiel, Emily S. L.; Sainato, Diane M.; Goldstein, Howard – Education and Treatment of Children, 2016
Matrix training is a systematic teaching approach that can facilitate generalized language. Specific responses are taught that result in the emergence of untrained responses. This type of training facilitates the use of generalized language in children with autism spectrum disorder (ASD). This study used a matrix training procedure with a toddler…
Descriptors: Receptive Language, Language Skills, Toddlers, Autism
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Hodges, Rosemary; Munro, Natalie; Baker, Elise; McGregor, Karla; Docking, Kimberley; Arciuli, Joanne – Journal of Child Language, 2016
This study is about the role of elicited verbal imitation in toddler word learning. Forty-eight toddlers were taught eight nonwords linked to referents. During training, they were asked to imitate the nonwords. Naming of the referents was tested at three intervals (one minute later [uncued], five minutes, and 1-7 days later [cued]) and recognition…
Descriptors: Toddlers, Cues, Vocabulary Development, Language Acquisition
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Parlakian, Rebecca – Young Children, 2010
For very young children, music has power and meaning that go beyond words. First, and most important, sharing music with young children is simply one more way to give love and receive love. Music and music experiences also support the formation of important brain connections that are being established over the first three years of life. This…
Descriptors: Music, Toddlers, Infants, Teaching Methods