The purpose of the present study was to test the efficacy of a visuospatial working memory (WM) training in terms of its transfer effects and maintenance effects, in the young-old and old-old. Forty young-old and 40 old-old adults took part in the study. Twenty participants in each age group received training with a visuospatial WM task, whereas…

Lexical access tasks are designed to measure efficiency of lexical access, but task demands and methods vary greatly. Many lexical access tasks do not account for confounding factors including competence in other linguistic abilities. In this study, preschoolers were given two lexical access tasks. In the single-category naming (SCN) task,…

The purpose of this study is to learn about the impact of dictation practice on B1 level Turkish as a foreign language learners' writing skills. In this study, a pretest-posttest quasi-experimental design with control group was used. The study was carried out with 24 B1 level students enrolled in Gaziantep University Turkish and Foreign Languages…

The purpose of the study was to evaluate the use of a treatment package comprised of a social story, discrimination training, and differential reinforcement with response cost on the vocal stereotypy of one preschooler diagnosed with an autism spectrum disorder. The study took place in a preschool classroom of a public school and was implemented…

This comparative study explores the verbal communication between museum educators and young children, based on principles of developmental psychology. In early developmental stages, when student learning is greatly dependent on verbal communications from the teacher, observation skills may be developed through purposeful instruction. Through the…

The purpose of this dissertation was to investigate the therapeutic process and outcomes of cognitive behavioral therapy used to treat anxiety disorders in twenty-two elementary school-aged children (7- to 11-year-olds) who had autism spectrum disorder, by using child and parent verbalizations and behavior collected during a randomized controlled…

We employed semi-structured tests to determine whether children with autism produce and comprehend deictic (person-centred) expressions such as "this"/"tilde" "here"/"there" and "come"/"go", and whether they understand atypical non-verbal gestural deixis in the form of directed head-nods to indicate location. In Study 1, most participants…

A child's early language environment is critical to his or her life-course trajectory. Quantitative linguistic feedback utilizes the Language ENvironment Analysis (LENA) technology as a tool to analyze verbal interactions and reinforce behavior change. This exploratory pilot study evaluates the feasibility and efficacy of a novel behavior-change…

This article presents an empirical investigation of music education students' journals within a percussion methods course at a Midwestern university in the United States. The findings of this investigation raise issues about music education students' sense of self-awareness, specificity within the journals, and the predominance of discussions…

Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was…

The authors compared student perceptions of audio and written feedback in order to assess what types of students may benefit from receiving audio feedback on their essays rather than written feedback. Many instructors previously have reported the advantages they see in audio feedback, but little quantitative research has been done on how the…

Stability and change in mother-adolescent conflict reactions (CRs) and the prediction of CRs from adolescents' earlier behavior problems (and vice versa) were examined with 131 mothers and their adolescents (63 boys). Dyads engaged in a 6-min conflict discussion twice, 2 years apart ["M" age was 13 at Time 1 (T1)]. Non-verbal expressive…

A common practice in mathematics professional development to enhance teachers' content knowledge is to engage them in solving and discussing mathematics tasks. Yet, what is entailed in these experiences and how teacher discussions afford or constrain opportunities to develop teachers' knowledge of mathematics is not fully understood. In this…

We compared prompting tactics to establish intraverbal responding (question answering) in four boys with autism. Based on the results of intraverbal, textual, echoic, and tact pretests, we compared vocal and picture prompts with three participants, and textual, vocal, and picture prompts with one participant. We also evaluated repeated acquisition…

In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers.…