Language training for the non-verbal or language delayed child should utilize feedback to reinforce correct responses and should closely follow the syntactical development of normal children. The two basic areas of language training are receptive and expressive. Receptive language training includes attending and responding, following single phase…

Presents six short articles on how to develop students' creative skills, reading and vocal communication, and on preparation for the job market. (RK)

This booklet contains proceedings of the Fourth Conference of the University/Urban Schools National Task Force. The conference was held to present information about four programs designed to help high school students to sharpen their reasoning skills. Criteria for program development state that: (1) the program can be taught to teachers in a…

The University of Victoria and the Canadian Department of Indian Affairs sponsored a 4-week prekindergarten, preschool, and orientation program for Indian children living on 4 reserves in the southern region of Vancouver Island. The 3 groups of children served were 4- and 5-year-olds (prekindergarten), 5- and 6-year-olds (preschool), and 7-…

During the 1969-70 school year, the Early School Admissions Program (ESAP) for 4-year-old disadvantaged pupils was offered in 22 Baltimore City Public Schools. Each center had both a morning and an afternoon session enrolling different children. The overall goal of the ESAP was to improve the disadvantaged pupil's ability to learn, to provide…

At the Child Language Development Center at the University of Rochester, basic research in children's verbal behavior and the exploration of procedures for extending successful laboratory techniques to the typical preschool setting are being continued. Experiments in contingency management and the establishment of requisite antecedent behaviors…