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Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-Age Children with Language Impairment
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Schmitt, Mary Beth; Tambyraja, Sherine; Thibodeaux, Megan; Filipkowski, Jen – Language, Speech, and Hearing Services in Schools, 2022
Purpose: Due to the COVID-19 pandemic, millions of school-age children with language impairment (LI) and their speech-language pathologists (SLPs) relied on telepractice service delivery models. Unfortunately, the dearth of evidence and procedural guidance available to SLPs has made this transition challenging at best. Method: The current study…
Descriptors: COVID-19, Pandemics, School Closing, Videoconferencing
Four-Year Follow-Up of Children in the LEAP Randomized Trial: Some Planned and Accidental Findings
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Strain, Phillip S. – Topics in Early Childhood Special Education, 2017
This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…
Descriptors: Followup Studies, Preschool Children, Parents, Early Intervention
A Comprehensive Inclusion Program for Kindergarten Children with Autism Spectrum Disorder
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Sainato, Diane M.; Morrison, Rebecca S.; Jung, Sunhwa; Axe, Judah; Nixon, Patricia A. – Journal of Early Intervention, 2015
To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…
Descriptors: Inclusion, Mainstreaming, Early Intervention, Kindergarten
Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange with Students with Autism Spectrum Disorder and Developmental Disabilities
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Hill, Doris Adams; Flores, Margaret M.; Kearley, Regina F. – Teacher Education and Special Education, 2014
The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…
Descriptors: Extended School Year, Preservice Teachers, Kindergarten, Elementary School Students