Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay II

1994 ◽  
Vol 37 (4) ◽  
pp. 841-851 ◽  
Author(s):  
Paul J. Yoder ◽  
Steven F. Warren ◽  
Kyoungran Kim ◽  
Gail E. Gazdag
Keyword(s):  
Communication Skills ◽  
Developmental Delays ◽  
Teaching Method ◽  
Multiple Baseline ◽  
Intentional Communication ◽  
Transactional Theory ◽  
Staff Members ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Intervention Context

Four children with mental retardation were studied in the context of a multiple baseline across subjects design. Staff members used a modified version of the milieu teaching method to facilitate intentional requesting. The results replicated the finding that a modified version of milieu teaching was effective in facilitating the use of intentional requesting by children with developmental delays in an intervention context (Warren, Yoder, Gazdag, Kim, & Jones, 1993). This study also extended the Warren et al. (1993) work by (a) documenting that increased intentional requesting generalized to sessions with the children’s mothers, (b) demonstrating that mothers who were naive to the purposes of the study were more likely to linguistically map their children’s prelinguistic communication after the intervention than before the treatment, and (c) that mothers and teachers who were naive to the purposes of the study linguistically mapped the children’s intentional communication more than the children’s preintentional communication. We discuss implications of these results for early intervention, the transactional theory of development, and the importance of the distinction between intentional versus preintentional communication.

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

1993 ◽  
Vol 36 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Steven F. Warren ◽  
Paul J. Yoder ◽  
Gail E. Gazdag ◽  
Kyoungran Kim ◽  
Hazel A. Jones
Keyword(s):  
Communication Skills ◽  
Multiple Baseline ◽  
Single Subject ◽  
Classroom Teachers ◽  
Baseline Design ◽  
Intervention Approach ◽  
Vocal Imitation ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Stimulus Materials

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.

scholarly journals Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism

2013 ◽  
Vol 22 (3) ◽  
pp. 489-502 ◽  
Author(s):  
Jessica H. Franco ◽  
Barbara L. Davis ◽  
John L. Davis
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Children With Autism ◽  
Multiple Baseline ◽  
School Age Children ◽  
School Age ◽  
Intentional Communication ◽  
Baseline Design ◽  
Milieu Teaching ◽  
Prelinguistic Communication

PurposeChildren with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners.MethodSix nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants.ResultsAt study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication.ConclusionDevelopment of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.

Relative Treatment Effects of Two Prelinguistic Communication Interventions on Language Development in Toddlers With Developmental Delays Vary by Maternal Characteristics

2001 ◽  
Vol 44 (1) ◽  
pp. 224-237 ◽  
Author(s):  
Paul J. Yoder ◽  
Steven F. Warren
Keyword(s):  
Language Development ◽  
Formal Education ◽  
Treatment Effects ◽  
Developmental Delays ◽  
Receptive Language ◽  
Intentional Communication ◽  
Maternal Characteristics ◽  
Maternal Responsivity ◽  
Prelinguistic Communication ◽  
Communication Interventions

This paper tests whether two prelinguistic communication interventions have a differential effect on productive and receptive language development 6 and 12 months after the end of treatment. We predicted that treatment effects on language development would vary as a function of pretreatment maternal responsivity or amount of mothers' formal education. Fifty-eight prelinguistic children with developmental delays and their mothers participated in the study. Children were randomly assigned to one of two staff-implemented treatments that were designed to increase intentional communication ability. Results confirmed the prediction that treatment effects on children's receptive and expressive language 6 and 12 months after the end of interventions vary as a function of pretreatment maternal responsivity and education level.

Using Self-generated Feedback for Generalising and Maintaining Staff Performance in a Rehabilitation Program

2002 ◽  
Vol 19 (2) ◽  
pp. 75-89 ◽  
Author(s):  
Lucius Arco
Keyword(s):  
Communication Skills ◽  
Low Cost ◽  
Head Injuries ◽  
Rehabilitation Program ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Closed Head Injuries ◽  
Staff Members ◽  
Staff Performance ◽  
Closed Head

AbstractThe aim of this study was to examine whether a low cost self-generated feedback procedure was sufficient for generalising and maintaining staff performance. Two staff members were trained to implement a communication skills program with a client with severe closed head injuries. Staff were first trained to perform competently via written instructions, videotaped models, discussion, and on-the-job supervisory feedback. Posttraining conditions consisted of staff continuing with recording and graphing gains in client skills, or rating their own performance (i.e., they continued with self-generated feedback). A multiple baseline design across client skills and staff was used to observe generalised effects on staff performance (prompts and positive consequences) and client skills. Results show that after staff attained competency, and without further supervisory feedback, their performance generalised to topographically similar performance, and the staff member who consistently participated in the study maintained her performance for 16 weeks.

Intentional communication and the anterior cingulate cortex

2005 ◽  
Vol 6 (2) ◽  
pp. 201-221 ◽  
Author(s):  
Oana Benga
Keyword(s):  
Social Cognition ◽  
Anterior Cingulate Cortex ◽  
Cingulate Cortex ◽  
Anterior Cingulate ◽  
Neural Structure ◽  
Intentional Communication ◽  
Attention Skills ◽  
Starting Point ◽  
Prelinguistic Communication ◽  
Critical Structure

This paper presents arguments for considering the anterior cingulate cortex (ACC) as a critical structure in intentional communication. Different facets of intentionality are discussed in relationship to this neural structure. The macrostructural and microstructural characteristics of ACC are proposed to sustain the uniqueness of its architecture, as an overlap region of cognitive, affective and motor components. At the functional level, roles played by this region in communication include social bonding in mammals, control of vocalization in humans, semantic and syntactic processing, and initiation of speech. The involvement of the anterior cingulate cortex in social cognition is suggested where, for infants, joint attention skills are considered both prerequisites of social cognition and prelinguistic communication acts. Since the intentional dimension of gestural communication seems to be connected to a region previously equipped for vocalization, ACC might well be a starting point for linguistic communication.

Predicting Language Outcomes for Young Prelinguistic Children With Developmental Delay

2000 ◽  
Vol 43 (5) ◽  
pp. 1061-1071 ◽  
Author(s):  
Amy M. Calandrella ◽  
M. Jeanne Wilcox
Keyword(s):  
Developmental Delay ◽  
Nonverbal Communication ◽  
Receptive Language ◽  
Language Outcomes ◽  
Communication Behaviors ◽  
Intentional Communication ◽  
Symbolic Communication ◽  
Prelinguistic Communication ◽  
Language Outcome ◽  
Natural Interactions

The purpose of this study was to examine potential relationships between children's prelinguistic communication behaviors and subsequent (12 months later) expressive and receptive language outcomes. Participants included 25 toddlers with developmental delay and their mothers. The dyads were observed during natural interactions at 6-month intervals over a 12-month period for a total of 3 observation points (O 1 , O 2 , O 3 ). Children's rate of nonverbal behavior that is often perceived as communication by adults was identified at O 1 and O 2 . In the investigation, the children's intentional nonverbal communication acts all included coordinated attention between the communication referent and the adult. The other types of prelinguistic communication behavior, termed gestural indicating behavior and social interaction signals, were produced without coordinated attention to the adult. Receptive and expressive language test scores and spontaneous word productions were analyzed at O 3 and served as outcome measures in regression analyses. Results indicated that rate of intentional nonverbal communication at O 1 was a predictor of spontaneous word productions at O 3 . At O 2 , rate of intentional communication and rate of gestural indicating behavior predicted subsequent language outcomes as measured by the Sequenced Inventory of Communication Development-Revised. The results are consistent with previous findings for intentional nonverbal communication that includes coordinated attention, but additionally demonstrate that prelinguistic behavior lacking coordinated attention also bears a relationship to subsequent language outcome. Discussion of observed patterns focuses on child and adult factors that may motivate the transition from prelinguistic to early symbolic communication.

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

scholarly journals Exploratory teaching method of college courses based on the module thought

2018 ◽  
Vol 6 (6) ◽  
pp. 51-56
Author(s):  
Minghui Ma ◽  
Shidong Liang ◽  
Guilian Wang
Keyword(s):  
College Students ◽  
Communication Skills ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Learning Ability ◽  
Classroom Teaching ◽  
Practical Case ◽  
College Courses ◽  
Teaching Models ◽  
Information Level

Colleges and universities shoulder the important mission of training qualified contemporary college students. With the development of contemporary social and the rapid promotion of information level, teaching models and methods are faced with great challenges. Therefore, this paper analyzes the problems existing in the classroom teaching in Colleges and universities, combined with the students' thinking and learning ability. The module thought is introduced to the teaching process. A practical case is selected to illustrate the validity of the method. The results show that the teaching method proposed can enhance students' interest in learning professional knowledge and improve their communication skills.

scholarly journals STUDENTS’ PERCEPTION ON THE EFFECTIVENESS OF TEACHING ESP FOR SOCIAL AND POLITICAL SCIENCE PROGRAM

2021 ◽  
Vol 2 (2) ◽  
pp. 83
Author(s):  
Nensy Triristina ◽  
Samsul Khabib
Keyword(s):  
Classroom Management ◽  
Political Science ◽  
Communication Skills ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Descriptive Analysis ◽  
Professional Communication ◽  
English Department ◽  
Science Program ◽  
Grammatical Structure

This study investigates ESP students' perception of ESP teaching effectiveness for Social and Political Science from the non-English Department. Data were collected from forty-six participants from three Social and Political Science Program Departments, Darul 'Ulum University. To obtain the data, questionnaires and interviews were employed as the instruments. Furthermore, the data were analyzed using descriptive analysis into four categories; material, teaching method, learning motivation, and classroom management. The findings showed that some students were dissatisfied with the ESP materials given. However, the students perceived that they need to take the ESP materials to have professional communication skills for future careers. Additionally, it was also found that the roles of lectures' guidance in learning ESP were important. Finally, the interview results reveal the difficulties the students face in learning ESP, including vocabulary, pronunciation, reading comprehension, and grammatical structure.

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