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comparison of language screening procedures in the identification of children with language delays in prekindergarten classes
Title
A comparison of language screening procedures in the identification of children with language delays in prekindergarten classes.
Creator
Goldstein, Peggy Ann., Florida Atlantic University, Taylor, Ronald L., Smiley, Lydia R.
Abstract/Description
There is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various...
Show moreThere is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various language screening procedures in the identification of language delays in prekindergarten classes composed of children from low SES backgrounds. More specifically, this study compared the accuracy of formal instruments and informal procedures (i.e., teacher referral) in the identification of language delays. Additionally, the influence of teacher training on the accuracy of teacher referral was explored. Three children from 30 randomly selected prekindergarten classes participated in this study. This resulted in a total of 90 subjects. Children ranged in age from 52 to 64 months. All subjects were administered the Brigance Preschool Screen, the language subtest of the Early Screening Profile (ESP), the language subtest of the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R), and the Fluharty Preschool Speech and Language Screening Test. The Preschool Language Scale-3 (PLS-3) was administered and used as the criterion measure. In addition, the 30 teachers of these selected classes were randomly assigned to two groups. One group received specific training in the identification of language delays in young children and were designated as trained teachers. The second group was the control group and designated as untrained teachers. Fifty-six percent of the children were identified as language delayed according to the criteria of 1 standard deviation below the mean on the PLS-3. The trained teachers were the most accurate of all screening procedures in the identification of language delays. Training significantly improved the accuracy of teacher referral. The ESP was found to be the most efficient of the formal instruments. This study resulted in an increase in the data base concerning the incidence of language delays in an at-risk population, the effectiveness of various screening procedures in identification of language delays, and the impact of training on the accuracy of teacher referrals.
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Date Issued
1994
PURL
http://purl.flvc.org/fcla/dt/12381
Subject Headings
Language disorders in children, Preschool children, Learning disabilities, Children--Language--Testing
Format
Document (PDF)
The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions
Title
The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions.
Creator
Cadette, Jessica N., Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it...
Show moreTeachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004352, http://purl.flvc.org/fau/fd/FA00004352
Subject Headings
Austim spectrum disorders in children, Autistic children -- Education, Autistic children -- Language -- Testing, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Communication disorders in children -- Testing, Langugage disorders in children -- Testing
Format
Document (PDF)