Expressive and receptive vocabulary learning in children with diverse disability typologies

By: Davis, Tonia N.
Contributor(s): Lancaster, Hope S | Camarata, Stephen.
Series: International Journal of Developmental Disabilities 62 (2) April 2016: 77-88. 2016Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): AUTISM | DEVELOPMENTAL DISABILITIES | DOWN SYNDROME | SPECIFIC LANGUAGE IMPAIRMENT | EXPRESSIVE LANGUAGE | RECEPTIVE LANGUAGE | VOCABULARY | WORD LEARNING TRAJECTORYOnline resources: Read this Article Summary: A combined storybook and play vocabulary intervention was implemented as a single-subject study of children of diverse typologies, including autism spectrum disorder, developmental disability, Down Syndrome, and specific language impairment. All children learned vocabulary words to criterion in both expressive and receptive modalities. Children of different etiological origin did not vary in the trajectory of their receptive or expressive word learning. These results suggest that the trajectory of word learning may be remarkably consistent across disability typologies. The theoretical and clinical ramifications of these findings are discussed.
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A combined storybook and play vocabulary intervention was implemented as a single-subject study of children of diverse typologies, including autism spectrum disorder, developmental disability, Down Syndrome, and specific language impairment. All children learned vocabulary words to criterion in both expressive and receptive modalities. Children of different etiological origin did not vary in the trajectory of their receptive or expressive word learning. These results suggest that the trajectory of word learning may be remarkably consistent across disability typologies. The theoretical and clinical ramifications of these findings are discussed.

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