Download or read book Implementing Responsive Intervention Strategies with Bilingual School age Children with Autism Spectrum Disorder written by Desiree Pena and published by . This book was released on 2018 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are limited empirical guidelines for providing language intervention for school-age children with autism spectrum disorder (ASD) of bilingual and culturally diverse backgrounds. This alternating treatments study examined communication production of a bilingual child with ASD across Spanish and English contexts when participating in a responsive communication interaction intervention replicated across three school activities. Results show an increase in communication over the course of the four-week intervention with specific communication patterns across each language context.

Download or read book MacArthur Bates CDI Words and Gestures written by Larry Fenson and published by Brookes Publishing Company. This book was released on 2006-11 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: These desktop scannable Words & Gestures forms tap into parents' day?to?day knowledge about their children's language and communication skills between the ages of 8 and 18 months.

Download or read book Language Learning and Disability in the Education of Young Bilingual Children written by Dina C. Castro and published by Multilingual Matters. This book was released on 2021-04-27 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Download or read book Bilingual Language Development Disorders in Spanish English Speakers written by Brian Goldstein and published by Paul H Brookes Publishing. This book was released on 2022 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This fully revised, comprehensive graduate-level text and reference offers the most current information on language development and disorders of Spanish-English bilingual children"--

Download or read book You re Going to Love this Kid written by Paula Kluth and published by Brookes Publishing Company. This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thousands of edcuators have turned to You're Going to Love This Kid! for fresh ways to welcome and teach students with autism; and now the book teachers trust is fully revised and more practical than ever. Gathering feedback from teachers across the US during her popular workshops, autism expert Paula Kluth targeted this second edition to the specific needs of today's primary- and secondary-school educators. Still packed with the ready-to-use tips and strategies that teachers are looking for, the new edition gives readers: dozens of NEW reproducible forms, checklists, and planning tools; photos of curricular adaptations, sensory supports and classroom scenes; throughly revised and updated chapters on today's hottest topics; a study guide with challenging discussion questions for each chapter; and new ideas throughout the book based on the latest reasearch on autism, inclusion, literacy, and behaviour. Readers will also get updates on all of the other topics covered in the first edition, including fostering friendships, building communication skills, planning challenging and multidimensional lessons, and adapting the curriculum and the physical environment. And with the new first-person stories from people with autism and their teachers and parents, readers will have a better understanding of students on the spectrum and how to include them successfully.

Download or read book Bilingualism in Children with Autism Spectrum Disorder written by Chantal Labonté and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many children, including those on the autism spectrum, need to communicate in two or more languages to participate fully in their lives and communities. Despite bilingualism being a worldwide phenomenon, bilingual development in autistic children is a relatively new area of study, with a limited and growing body of literature emerging within the past ten years. It is well established that learning two languages does not disadvantage the development of non-autistic children, with some evidence suggesting bilingualism confers an advantage in executive functioning (EF) skills. Despite a possible bilingual advantage, some parents of autistic children receive recommendations against exposure to a bilingual language environment. This recommendation is not supported by available research, which suggests no detrimental effects of exposure to bilingualism for children with autism. Parents themselves may also express apprehension towards bilingualism for their autistic child. The decision to restrict a child's language environment may have significant implications for the child and their family. The study of the intersection of bilingualism and autism is complicated by the diversity and heterogeneity inherent to both bilingualism and autism. Current research primarily investigates bilingualism as a two-category construct (i.e., monolingual vs. bilingual). Bilingual language profiles can be further defined and understood by individual differences in age of acquisition, exposure, proficiency level, language use and bilingual environment, among other factors. Additionally, autism includes a heterogeneity of skills, talents and abilities. Building on prior research, this dissertation presents two studies exploring the relationship between bilingualism and autism while addressing the inherent complexities in both. Recognizing the relative dearth of research examining the complexity of bilingualism in autism, the first study examines the bilingual language development of children with autism in the context of their language exposure using a mixed-methods case study design. Relying on parent-report measures and semi-structured interviews, I examine the complexity of bilingual language development for autistic children in the context of their home and school language exposure among a sample of 25 children with autism. The role of bilingualism within a family requires particular attention as the home environment, and family values contribute to the use of bilingualism in daily life. The second study examines the bilingual advantage in parent-reported executive functioning (EF) and adaptive functioning among a sample of 121 autistic children and non-autistic children. Children within the sample were exposed to various language conditions, including simultaneous bilingualism, sequential bilingualism and functional monolingualism. Using a continuous approach, multiple regression analyses were used to explore the predictive relationship between individual bilingual variables (e.g., age of acquisition, exposure to a second language, parent-reported proficiency) and EF and adaptive skills. The results of both studies suggest that autistic children have diverse bilingual experiences. Bilingualism does not contribute any disadvantage to the development of bilingual autistic children. Parents report positive attitudes toward bilingualism, receive a mix of recommendations regarding bilingualism for their autistic children and make decisions about language exposure that are congruent with their beliefs. Taken together, the two studies contributed to the limited and growing body of evidence that counters recommendations against bilingualism for children with autism. An understanding of bilingual development has important implications for supporting bilingual families raising autistic children.

Download or read book The Effects of Code Switching on the Social Development of Bilingual Children with Autism Spectrum Disorder written by Genesis Sandoval Corado and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) is a widely diagnosed developmental disability. There is a discrepancy between research showing that bilingualism and code-switching have no negative effect on language development in children with ASD and advice given by practitioners surrounding the adoption of bilingualism. Research shows that children who practice code-switching may benefit more than those who do not. This proposed study will examine the effect of code-switching on the social interactions of bilingual children with Autism Spectrum Disorder (ASD), specifically focusing on Hispanic children during ABA intervention. Code-switching is the practice of alternating between two or more languages in conversation. In this proposed study, therapists will conduct therapy sessions with 102 children, ages eight to ten. Children will randomly be assigned into two conditions, one in which the trained ABA therapists code-switch at least five times per session and the others in which the therapists do not code-switch. The first and penultimate sessions will be recorded to measure the instances of code-switching. Social interactions will be measured by using the direct observational measure, the Behavioral Assessment of Social Interaction in Young Children (BASYC). I hypothesize that children in the code-switching condition will also code-switch and have higher social interaction scores than the children in the control condition. If future results from this proposed study suggest that the proposed hypotheses are correct, it can help practitioners and parents make a decision regarding language use and possibly find a strategy to increase social communication in children with ASD.

Download or read book Lexical Skills in Bilingual Children with Autism Spectrum Disorder written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Bilingual families of children with Autism Spectrum Disorder (ASD) are often advised to reduce language input or to completely drop one language when communicating with their child. While research has explored the impact of bilingualism on the language development of children with language impairments, there is very limited research available on bilingualism and the ASD population. Lexical development is a focus of early language intervention and an accurate measure of language development. Therefore, studying lexical diversity in bilingual children with ASD is a valuable contribution to our knowledge of language development in this population. This study investigated the lexical production skills of bilingual English-Chinese and monolingual English preschool-age children with ASD, primarily using Communication Development Inventories (Fenson, Dale, Reznick, Thal, Bates, Hartung, Pethick, & Reilly, 1993; Tardif & Fletcher, 2008). Participant use of nouns, verbs, and mental state terms was also explored. In addition, vocabulary comprehension, overall language skills, and nonverbal skills were assessed. Results revealed that bilingual and monolingual participants had equivalent English production vocabularies, and that bilinguals had larger conceptual production vocabularies than monolinguals. The groups did not differ in the number of English mental state words produced. Bilingual participants had a larger number of verbs in their conceptual production vocabularies, and were found to have higher vocabulary comprehension scores and higher language scores. When comparing the two languages of the bilingual participants, there were no significant differences in the size of production vocabularies, vocabulary comprehension scores, or the number of mental-state words produced. The results from this study suggest that bilingual English-Chinese preschool-age children with ASD have the capacity to be bilingual.

Download or read book Language Disorders from Infancy Through Adolescence E Book written by Rhea Paul and published by Elsevier Health Sciences. This book was released on 2017-11-15 with total page 832 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spanning the entire childhood developmental period, Language Disorders from Infancy Through Adolescence, 5th Edition is the go-to text for learning how to properly assess childhood language disorders and provide appropriate treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, social skills assessment, and instruction best practices. Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice. UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis. UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned. Highly regarded lead author who is an expert in language disorders in children provides authoritative guidance on the diagnosis and management of pediatric language disorders. More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed. NEW! Common core standards for language arts incorporated into the preschool and school-age chapters. NEW! Updated content features the latest research, theories, trends and techniques in the field. Information on preparing high-functioning students with autism for college Social skills training for students with autism The role of the speech-language pathologist on school literacy teams and in response to intervention Emerging theories of etiology and psychopathology added to Models of Child Language Disorders chapter Use of emerging technologies for assessment and intervention

Download or read book Exportable Communication Intervention for Classroom Staff Serving Children with Autism Spectrum Disorder written by Gabrielle Marie Tiede and published by . This book was released on 2017 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Naturalistic Developmental Behavioral Intervention (NDBI) is an intervention model for young children with autism based on behavioral and developmental principles, naturally occurring contexts and contingencies, and shared control between the interventionist and student. Recent studies have found empirical support for NDBI in controlled research trials. Further, several studies have replicated findings in community preschool settings with some degree of success. However, reported roadblocks to community implementation include teachers’ lack of time to add new components to their preschool day, insufficient staffing numbers to work in one-on-one settings with children, and difficulty understanding and applying the less structured techniques that characterize NDBI (as opposed to more manualized behavioral practices). The present study used a multiple baseline design to pilot a low intensity, exportable NDBI intervention aimed at maximizing fit with existing preschool structures. Agnostic of any one NDBI model, this study was unique in that it extracted the largely convergent, active ingredients from the literature as a whole, mapped on communication strategies to four pre-existing classroom routines, and used a low-intensity training model that prioritized feasibility. Visual inspection and points exceeding the median analyses generally supported improvements in fidelity of implementation, rate of communication, and classroom engagement for participating staff/child dyads, although results were variable across dyads. Acceptability and feasibility feedback from preschool staff was positive, and supported this curriculum and training model as viable in community settings.

Download or read book Assessment and Intervention Resource for Hispanic Children written by Hortense García Ramirez Kayser and published by Singular. This book was released on 1998 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment and Intervention Resource for Hispanic Children is an illuminating resource guide that presents important theory and research as it applies to the clinical process with clients who are communicatively impaired and bilingual. Written by a leading bilingual clinician, this insightful clinical manual provides pertinent, up to date information on bilingual populations. Normative data are presented in clear tabular format and numerous references and resources are included for bilingual and monolingual clinicians, clients, and parents.

Download or read book Dual Language Development Disorders A Handbook on Bilingualism and Second Language Learning written by JOHANNE. GENESEE PARADIS (FRED. CRAGO, MARTHA.) and published by CLI. This book was released on 2021-03 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Updated with the latest research, this third edition of the bestselling textbook prepares SLPs and educators to support young children who are dual language learners and make informed decisions about assessment and intervention when a disorder is present.

Download or read book The Linguistic and Cognitive Effects of Bilingualism on Children with Autism Spectrum Disorders written by Ana Maria Gonzalez Barrero and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Some professionals advise parents of bilingual children with Autism Spectrum Disorders (ASD) to talk to their child using only one language to simplify the input these children receive (Kay-Raining Bird, Lamond, & Holden, 2012; Kremer-Sadlik, 2005). This advice stems from the belief that bilingualism is challenging and may be harmful for language acquisition in children with this neurodevelopmental disorder (Kremer-Sadlik, 2005; Yu, 2013). Although research concerning the language development of bilingual children with ASD is scarce, the available evidence does not support this claim. Instead, findings suggest that bilingual children with ASD do not present additional language delays relative to their monolingual peers with ASD (Hambly & Fombonne, 2012; Reetzke, Zou, Sheng, & Katsos, 2015). However, most studies have focused on early child development using parent report measures, while less is known about the impact of bilingualism on the linguistic abilities of school-age children with ASD. Furthermore, no previous study has investigated the consequences of bilingualism on the cognitive skills of children with ASD. In the present dissertation, three studies were conducted to examine the effects of bilingualism on the language and cognition of children with ASD. In the first study, we investigated the lexical and morphological abilities of school-age bilingual children with ASD using standardized tests and we also explored the relationship between amount of language exposure and linguistic competence. The second study examined the impact of bilingualism on verbal fluency, a task that encompasses lexical-semantic as well as executive functioning skills. Finally, in the third study, we investigated the impact of bilingualism on set-shifting and working memory abilities using direct-testing as well as parent report of everyday executive functioning abilities. Results from these studies indicated that bilingualism confers selective advantages in cognition but not language in school-age children with ASD. First, although performing within the average range, bilingual children with ASD exhibited lower scores relative to their monolingual peers with ASD on standardized measures of vocabulary. No significant differences were found on morphological skills between these two groups (Study 1). Concerning the cognitive domain, bilingual children with ASD showed enhanced performance on the number of correct words produced on a verbal fluency task (Study 2) as well as on an experimental paradigm assessing set-shifting skills. However, advantages were not found on daily life behaviours involving set-shifting abilities as measured by parent report (Study 3). Taken together, these findings build on previous research suggesting that bilingualism is not detrimental for the language skills of children with ASD and provide novel evidence concerning benefits that bilingualism may hold for some executive functioning skills in children on the autism spectrum. " --

Download or read book Language of Intervention in Bilingual Children with Autism Spectrum Disorders written by Alejandra Carrillo and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Early Childhood Special Education written by Brian Reichow and published by Springer. This book was released on 2016-06-21 with total page 589 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. · Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.

Download or read book Peer Mediated Instruction and Intervention in English and Spanish for Bilingual Children with Autism Spectrum Disorder written by Carissa Ball and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The TEACCH Approach to Autism Spectrum Disorders written by Gary B. Mesibov and published by Springer Science & Business Media. This book was released on 2010-02-23 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: - Professionals can be trained in the program and its methods - Translates scientific knowledge so that practitioners and parents can easily understand the current state of knowledge - Offers strategies that can be tailored to an individual's unique developmental and functional level - Advises parents on how to become involved in all phases of intervention as collaborators, co-therapists, and advocates. - Details how the program can be introduced and adapted for individuals of all ages, from preschooler to adult