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 Peer Mediated Instruction Intervention written by Sarah Terrell 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 Bilingual Language Development and Disorders in Spanish English Speakers written by Brian Goldstein and published by Brookes Publishing Company. This book was released on 2004 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Both SLPs and researchers must understand speech and language developments in children - and SLPs also need reliable assessment and intervention approaches for serving bilingual children with language disorders. This comprehensive text is one of the few to offer readers in-depth theoretical and practical information on these timely topics. brings together more than a dozen top researchers to present developmental data, best assessment practices, and appropriate intervention approaches in the following areas: language processing skills; lexical development; morpho-syntactic development; first language loss; grammatical impairments; semantic development; phonological development and disorders; narrative development and disorders; fluency; language intervention for bilingual speakers. The chapter outlines the major purposes of intervention for bilingual children with speech and language disorders, explores the debate over which language SLPs should use with bilingual children, and examines ways to promote gains in both languages. With this research-based text, SLPs will understand the complexity of language development in bilingual children and learn appropriate assessment and intervention approaches.
Download or read book An Evaluation of English Versus Spanish Language Choice During Conversation Training Intervention for Children with Autism written by Jamie Lee Vaughn and published by . This book was released on 2013 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: In children with Autism Spectrum Disorder, social communication deficits are identified as core developmental impairments. The ability to carry on a conversation through verbal exchanges poses challenges for individuals on the spectrum. The impact of exposure to a multilingual and multicultural environment on children with ASD is unknown and few empirical studies have investigated possible effects. Linguistically and culturally diverse families and settings are complex topics of discussion when addressing the instructional needs of children, including those with special needs. Controversy in bilingual language development theory has continued for decades, with few solid answers resulting from these efforts. The current study is a first step in the process of understanding what, if any, effects multilingual upbringings have on the conversational abilities of children with autism. A multielement (alternating treatments) design was implemented to compare whether children's expressive language output substantially differed when the interventionist spoke either English or Spanish during conversation training based on the methodology of Pivotal Response Treatment (PRT). Naturalistic interventions, such as PRT, are evidence-based in their effectiveness for improving a wide range of behavioral and socio-communicative skills for children with ASD and were utilized in the current study to maintain a natural home setting for the children. The data suggest no difference across a variety of dependent variable for expressive language for the child participants. Further directions for research and implications of these findings are discussed.
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 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 Focus on Special Educational Needs written by Cristina Sánchez-López and published by Oxford University Press. This book was released on 2018-08-23 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focus on Special Educational Needs explores the characteristics of effective classroom instruction for language learners aged 5–18 with special educational needs. It guides teachers and other educational practitioners to combine their perspectives in providing balanced, coordinated, cohesive, and comprehensive approaches. The authors present a framework for developing inclusive learning environments which are culturally and linguistically responsive, based on strengths-based perspectives. Research studies and examples from the classroom illustrate collaborative practice in action. Additional online resources at www.oup.com/elt/teacher/fosen Cristina Sánchez-López is a teacher educator in Chicago at the Illinois Resource Center, Multilingual Cultural Classroom, and Paridad Education Consulting. Theresa Young is a speech-language pathologist and educator in private practice in Parry Sound, Ontario. ‘This excellent book provides detailed guidance for educating language learners with special educational needs, based on a thorough review of classroom research. The authors advocate approaches which build upon all the assets learners bring to the classroom, and integrate these with decades of best practices in second language development and special education. This will be a welcome resource to graduate students and practicing teachers alike.’ Dr Nadeen T. Ruiz, School of Education, University of California at Davis
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 2012-01-14 with total page 785 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language Disorders from Infancy Through Adolescence, 4th Edition is the go-to text for all the information you need to properly assess childhood language disorders and provide appropriate treatment. This core resource spans the entire developmental period through adolescence, and 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, instruction best practices, and social skills assessment. Comprehensive text covers the entire developmental period through adolescence. Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice. Straightforward, conversational writing style makes this book easy to read and understand. More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. 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. Versatile text is perfect for a variety of language disorder courses, and serves as a great reference tool for professional practitioners. Highly regarded lead author Rhea Paul lends her expertise in diagnosing and managing pediatric language disorders. Communication development milestones are printed on the inside front cover for quick access. Chapter objectives summarize what you can expect to learn in each chapter. Updated content features the latest research, theories, trends and techniques in the field. Information on autism incorporated throughout the text Best practices in preliteracy and literacy instruction The role of the speech-language pathologist on school literacy teams and in response to intervention New reference sources Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.
Download or read book Functions of Code switching in a Spanish English Bilingual Classroom written by Irma Olmedo-Williams and published by . This book was released on 1981 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Development and Disorders in Spanish speaking Children written by Alejandra Auza Benavides and published by Springer. This book was released on 2017-06-13 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.
Download or read book Learning English Incidentally written by Junius Lathrop Meriam and published by . This book was released on 1938 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cross linguistic Transfer of Narrative Language from English to Spanish for Bilingual Children written by Brenna Thompsen and published by . This book was released on 2013 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: The provision of language intervention to culturally and linguistically diverse children has become a growing clinical concern and topic of research in speech-language pathology. It is generally agreed upon that speech-language services should be delivered in a child's dominant language, or that at the very least in both languages simultaneously. However, for the majority of speech-language pathologists, providing instruction in a language other than English would be difficult. This study examined whether 50-minutes of narrative intervention in English would significantly improve narrative language in English, and whether the English-only intervention would facilitate cross-linguistic transfer of narrative language from English to Spanish. Method: Participants were 71 kindergarten through third grade bilingual Spanish/English students. There were 54 typically developing (TD) children and 17 children with language impairment (LI). Children were assigned to a treatment or control condition. English and Spanish narratives were elicited as pretest and posttest measures from all participants. Children in the treatment condition received English-only narrative intervention while children in the control condition did not receive intervention. Results: Results indicated that English narrative intervention significantly improved the English narratives produced by the children with LI and TD in the treatment condition. Results also indicated that TD children showed significant transfer of the narrative skills they learned in English to Spanish, but that the children with LI did not show significant transfer to Spanish when compared to the control group. Conclusion: Findings suggest that English narrative intervention is an efficacious language intervention approach for bilingual (Spanish-English) children, and that significant cross-linguistic transfer occurred for children with TD, but that language impairment likely moderated cross-linguistic transfer for children with LI.
Download or read book Bilingual Children with Autism Spectrum Disorder written by Ingrid Hastedt and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms written by Yvonne S. Freeman and published by Heinemann Educational Books. This book was released on 2006 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Esta obra representa una valiosa ayuda para los educadores que enseñan la lectura y la escritura de los idiomas inglés y español a estudiantes que cursan desde kindergarten hasta sexto año básico. Se otorga especial importancia a las experiencias concretas de lectura y escritura para contribuir efectivamente al aprendizaje de los estudiantes bilingües. Incluye tópicos de gran interés y utilidad tales como teoría de la alfabetización, destacando las principales dificultades que enfrentan los alumnos que se inician en el aprendizaje de la lectora y escritura en ambos idiomas. El texto también presenta numerosos ejemplos de textos escritos por niños, preguntas de evaluación aplicables a la lectura y la escritura, descripción de los procesos de aprendizaje, ejercicios para la etapa de transición al inglés, sugerencias de literatura infantil en idioma español y de actividades de motivación en el aula.
Download or read book Translanguaging written by Shira Lubliner and published by Rowman & Littlefield. This book was released on 2017-06-05 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Translanguaging: The Key to Comprehension for Spanish-speaking Students and Their Peers is a teacher’s guide for effective vocabulary and comprehension instruction in the translanguaging classroom. Translanguaging is a new approach that incorporates students’ languages and cultures with the goal of strengthening academic achievement. This book focuses on Spanish-speaking emergent bilingual learners, as they constitute over 70% of the English learners in American schools. Also included are activities designed for students who speak only English or languages other than Spanish. We provide teachers with practical tools for achieving translanguaging goals through a method called Cognate Strategy Instruction (CSI). The goal is to teach upper elementary and secondary students to unlock academic texts and meet Common Core Standards. This approach has been classroom-tested and validated by research in English immersion and bilingual classroom settings. This book includes detailed vignettes and over 30 lessons plans, demonstrating how to purposefully plan and deliver translanguaging instruction. Also provided are student texts, games, and assessments – all of the materials needed for a complete instructional program.
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.
