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Direct linkChristopher Cox; Riccardo Fusaroli; Yngwie A. Nielsen; Sunghye Cho; Roberta Rocca; Arndis Simonsen; Azia Knox; Meg Lyons; Mark Liberman; Christopher Cieri; Sarah Schillinger; Amanda L. Lee; Aili Hauptmann; Kimberly Tena; Christopher Chatham; Judith S. Miller; Juhi Pandey; Alison S. Russell; Robert T. Schultz; Julia Parish-Morris – Cognitive Science, 2025
Engaging in fluent conversation is a surprisingly complex task that requires interlocutors to promptly respond to each other in a way that is appropriate to the social context. In this study, we disentangled different dimensions of turn-taking by investigating how the dynamics of child-adult interactions changed according to the activity…
Descriptors: Autism Spectrum Disorders, Children, Preadolescents, Interpersonal Communication
Elizabeth Spencer Kelley; Lindsey Peters-Sanders; Houston Sanders; Keri Madsen; Yagmur Seven; Howard Goldstein – Grantee Submission, 2025
Introduction: The current study examined the extent to which static and dynamic measures of vocabulary and word learning predicted response and identified poor responders to a vocabulary intervention. Methods: Participants were 46 preschool children in classrooms randomly assigned to complete the Story Friends intervention in two…
Descriptors: Vocabulary Development, Preschool Children, Preschool Education, Predictor Variables
Joseph H. R. Maes; Annette R. Scheper; Daan Hermans; Constance T. W. M. Vissers – International Journal of Language & Communication Disorders, 2025
Background: The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks. Aims:…
Descriptors: Language Impairments, Developmental Disabilities, Preadolescents, Early Adolescents
Miguel Garcia-Salas; Carla Wood – Grantee Submission, 2024
To promote children's language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported…
Descriptors: Reading Strategies, Siblings, Hispanic Americans, Immigrants
Eggers, Kurt; Millard, Sharon; Kelman, Elaine – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The goal of this study was to evaluate possible associations between child- and mother-reported temperament, stuttering severity, and child-reported impact of stuttering in school-age children who stutter. Method: Participants were 123 children who stutter (94 boys and 29 girls) who were between 9;0 and 14;10 (years;months) and their…
Descriptors: Stuttering, Children, Early Adolescents, Mothers
Wilson, Camille S.; Anthony, Laura; Kenworthy, Lauren; Fleischman, Rivka; Demro, Caroline; Andorko, Nicole; Armour, Anna Chelsea; Schiffman, Jason – Autism: The International Journal of Research and Practice, 2020
Autism and psychosis share overlapping clinical features and can occur comorbidly. Given growing recognition that early identification of psychosis risk symptoms may lead to better functional outcomes, the field needs valid tools for use in the assessment of psychosis risk symptoms within autism. This study employed a multi-method approach to…
Descriptors: Autism, Pervasive Developmental Disorders, At Risk Persons, Adolescents
Tumanova, Victoria; Woods, Carly; Wang, Qiu – Journal of Speech, Language, and Hearing Research, 2020
Purpose: We examined the effects of physiological arousal on speech motor control and speech motor practice effects in preschool-age children who do (CWS) and do not stutter (CWNS). Method: Participants included 18 CWS (M[subscript age] = 4 years 5 months) and 18 age- and gender-matched CWNS. The participants repeated a phrase "buy bobby a…
Descriptors: Physiology, Arousal Patterns, Emotional Response, Pictorial Stimuli
Coughler, Caitlin; Hamel, Emily Michaela; Cardy, Janis Oram; Archibald, Lisa M. D.; Purcell, David W. – Journal of Speech, Language, and Hearing Research, 2021
Purpose: Developmental language disorder (DLD), an unexplained problem using and understanding spoken language, has been hypothesized to have an underlying auditory processing component. Auditory feedback plays a key role in speech motor control. The current study examined whether auditory feedback is used to regulate speech production in a…
Descriptors: Feedback (Response), Language Impairments, Developmental Delays, Speech Communication
Download full textSparapani, Nicole; Solari, Emily; Towers, Laurel; McIntyre, Nancy; Henry, Alyssa; Zajic, Matthew – Journal of Speech, Language, and Hearing Research, 2020
Students with autism spectrum disorder (ASD) often exhibit challenges with reading development. Evidence-based interventions and specialized approaches to reading instruction are currently being implemented across educational contexts for learners with ASD (Machalicek et al., 2008), yet there is limited understanding of how core ASD features may…
Descriptors: Autism, Pervasive Developmental Disorders, Interaction, Reading Instruction
Mason, Rihana S.; Bass, Lori A. – Early Education and Development, 2020
Research Findings Research suggests children from low-income environments have vocabularies that differ from those of their higher-income peers. They may have basic knowledge of many words of which children from higher income environments have acquired sub- or supra-ordinate knowledge. This study sought to determine if children from low-income…
Descriptors: Receptive Language, Disadvantaged Environment, Vocabulary Development, Standardized Tests
Westerveld, Marleen F.; Filiatrault-Veilleux, Pamela; Paynter, Jessica – Autism & Developmental Language Impairments, 2021
Background and aims: The purpose of the current exploratory study was to describe the inferential narrative comprehension skills of young school-age children on the autism spectrum who, as a group, are at high risk of significant and persistent reading comprehension difficulties. Our aim was to investigate whether the anticipated difficulties in…
Descriptors: Inferences, Autism Spectrum Disorders, Narration, Story Telling
Taylor, Anna Louise; Calder, Samuel David; Pogorzelski, Simmone; Koch, Lauren – Child Language Teaching and Therapy, 2021
Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A…
Descriptors: Developmental Delays, Language Impairments, Oral Language, Intervention
Rhoad-Drogalis, Anna; Sawyer, Brook E.; Justice, Laura M.; O'Connell, Ann A. – Early Education and Development, 2018
Research Findings: This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that characterizes children's approaches to learning. The sample included 600 preschool-age…
Descriptors: Early Childhood Education, Preschool Children, Special Education, Student Behavior
McMaster, Kristen L.; Kendeou, Panayiota; Bresina, Britta Cook; Slater, Susan; Wagner, Kyle; White, Mary Jane; Butterfuss, Reese; Kim, Jasmine; Umana, Cristina – Grantee Submission, 2019
We describe the design and development of a technology-based inference-making intervention system that includes a set of interactive learning modules, each of which engages students to (a) view age-appropriate children's videos, (b) learn vocabulary words that are central to main ideas in each video, (c) respond to inferential questions, (d)…
Descriptors: Inferences, Computer Software, Educational Technology, Technology Uses in Education
Pennington, Robert; Flick, Allison; Smith-Wehr, Kendra – Focus on Autism and Other Developmental Disabilities, 2018
In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention…
Descriptors: Prompting, Teaching Methods, Moderate Intellectual Disability, Time
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