Through two presented experiments, I investigated the relationship between the development of non-arbitrary relational control on (a) degree of incidental acquisition of both the listener and speaker components of naming (Inc-BiN), (b) arbitrary derived relations, and (c) joint attention for children diagnosed with autism spectrum disorder (ASD).…

The purpose of the current study was to examine the dosage and fidelity of EMT en Español strategies that are posited to drive change in child outcomes. The study is a re-analysis of data collected during the National Institutes of Health (NIH) R21 grant "Teaching Spanish-speaking Caregivers to Implement EMT en Español: A Small Randomized…

Purpose: The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, "dose form," have been examined for children with developmental language disorder (DLD)--in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to…

An acquisition criterion, more commonly known as "mastery criterion" is an instructor-established standard of performance that may signal the acquisition of a novel skill or the conclusion of a phase of intervention. When teaching new behaviors, researchers and practitioners in the field of Applied Behavior Analysis (ABA) apply some type…

Purpose: This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method: A single-subject, multiple-probe design across…

Objective: The purpose of this study was to carry out a systematic review of literature of effective reading intervention for students with -- intellectual disabilities (ID), intellectual and developmental disabilities (IDD), and multiple disabilities (MD). Findings and recommendations for future research are discussed. Background and rationale:…

Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment…

Problem/Purpose: Young children with developmental speech and/or language impairment (DSLI) often fail to develop important oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the TELL curriculum and associated evidence-based…

Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based…

This article, intended to inform educators on how to use iPad apps for literacy development for young children with developmental disabilities, briefly reviews the literature on iPad apps for literacy development, examines key apps for literacy development for children with developmental disabilities, and discusses how to incorporate iPad apps…

This study compared the effectiveness and efficiency of using a small-group massed-trial instructional format to an individually administered distributed-trial format, both using the constant time delay procedure, in teaching eight preschool children (including three with developmental disabilities) to name pictures. Although all subjects acquired…

A single subject alternating treatment design was used to compare the effectiveness of embedded and small-group instruction to teach vocabulary word definitions to four middle school students with developmental disabilities. Embedded instruction was implemented in the students' general education classes. Students were taught to verbally define…

This article relates the ability to understand individual sentences both in and out of context by normal and developmentally delayed children at various developmental stages to the concept of world knowledge. Implications for assessment and treatment of sentence comprehension deficits among language-disordered students are discussed. (PB)

This document is intended as a handbook for literacy practitioners working with adults with intellectual and/or developmental disabilities. The handbook is the product of the following activities: extensive research of the literature; discussion and exchange with literacy experts, practitioners, and some learners; and solicitation of input from…