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| Yoder, Paul J. | 3 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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Yoder, Paul J.; And Others – American Journal on Mental Retardation, 1994
This study investigated whether an empirically derived interaction style improves the usefulness of language sampling and transcription in 17 young children with developmental disabilities. The use of wh-questions was effective in producing proportionally more transcribable utterances and a larger sample of productive vocabulary. There were no…
Descriptors: Developmental Disabilities, Evaluation Methods, Interaction Process Analysis, Language Acquisition
Peer reviewedYoder, Paul J.; And Others – Journal of Early Intervention, 1995
This study compared 2 naturalistic language intervention methods--milieu teaching and responsive interaction--in 6 preschool classrooms that included 36 children with moderate to severe language disabilities. Although no main effects for treatment were found, milieu teaching was more effective with children having the lowest language levels and…
Descriptors: Experiential Learning, Individual Differences, Instructional Effectiveness, Interaction Process Analysis
Peer reviewedYoder, Paul J.; And Others – Journal of Speech and Hearing Research, 1994
In this study, 23 young children with developmental delays interacted with an adult, who conducted 2 play sessions using 2 interactive styles differing in the adult's use of topic-continuing wh-questions. Use of the questions supported child conversational continuations at all language levels. (DB)
Descriptors: Communication Skills, Connected Discourse, Developmental Disabilities, Early Childhood Education
