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Effects of a Teacher versus iPad-Facilitated Intervention on the Vocabulary of At-Risk Preschool Children
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Dennis, Lindsay R.; Whalon, Kelly; Kraut, Lisa; Herron, Deborah – Journal of Early Intervention, 2016
This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included…
Descriptors: At Risk Students, Intervention, Vocabulary Development, Vocabulary Skills