Improving Efficiency of Intervention for Children With Language Challenges
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Improving Efficiency of Intervention for Children With Language Challenges
A significant proportion of treatment research aims to
determine whether particular interventions are effective in addressing children’s language deficits, but just as
important are ways to increase efficiency
of these interventions in practice. The articles in this journal self-study
examine a range of variables that promote efficiency. The first article
manipulates two parameters of dosage—rate and distribution of teaching
episodes—and compares the effects on vocabulary learning in preschoolers with
autism spectrum disorder. The second article examines the dosage parameter of
schedule (massed or distributed) on an intervention targeting grammatical
morphemes in preschoolers with specific language impairment (SLI). The third
article examines adequate intensity for vocabulary acquisition for children
with SLI during interactive book reading. A final article demonstrates how the
addition of one training component in early educator professional development
leads to greater efficiency in children’s responses to the same intervention
presented in the third article.
Learning Outcomes
You will be able to:
- describe
how changing the rate and/or distribution of teaching episodes might
differentially affect vocabulary learning in preschoolers with autism spectrum
disorder
- define
massed and spaced schedules and discuss whether dose schedule affects gains in
morphosyntax acquisition in preschoolers with specific language impairment
- recommend
practices regarding intensity of intervention for effective vocabulary
acquisition for children with specific language impairment during interactive
book reading
- describe
how enhancing professional training in interactive book reading for early
educators can lead to positive language outcomes in preschoolers
Learning Assessment
Online, multiple-choice exam
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