Assessing Symbol Acquisition and Preference During Functional Communication Training With English Language Learners Who Use Augmentative and Alternative Communication

Functional communication training (FCT) is a common function-based behavioral intervention used to decrease problem behavior by teaching an alternative communication response. Therapists often arbitrarily select the topography of the alternative response, which may influence long-term effectiveness of the intervention. Assessing individual mand topography preference may increase treatment effectiveness and promote self-determination in the development of interventions. This study sought to reduce arbitrary selection of FCT mand topography by determining preference during response training and acquisition for two adults with autism who had no functional communication skills. Both participants demonstrated a clear preference for one mand topography during choice probes, and the preferred topography was then reinforced during FCT to reduce problem behavior and increase independent communication. The implications of the results for future research on mand selection during FCT are discussed.

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Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_43_s_115 ◽

2016 ◽

Vol 43 (Spring) ◽

pp. 115-128 ◽

Cited By ~ 6

Author(s):

Lindsey Leacox ◽

Carla Wood ◽

Gretchen Sunderman ◽

Christopher Schatschneider

Keyword(s):

English Language Learners ◽

Language Learners ◽

Picture Naming ◽

English Language

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Assessment 360°: A Panoramic Framework for Assessing English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.2.37 ◽

2010 ◽

Vol 17 (2) ◽

pp. 37-56 ◽

Cited By ~ 9

Author(s):

Nancy Lewis ◽

Nancy Castilleja ◽

Barbara J. Moore ◽

Barbara Rodriguez

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Linguistically Diverse ◽

Assessment Process ◽

Assessment Practices ◽

Her Family ◽

Diverse Student ◽

Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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Children's Nonword Repetition Tasks and English Language Learners

Perspectives on School-Based Issues ◽

10.1044/sbi11.3.73 ◽

2010 ◽

Vol 11 (3) ◽

pp. 73-79

Author(s):

Sara C. Steele ◽

Deborah A. Hwa-Froelich

Keyword(s):

English Language Learners ◽

Language Learners ◽

Language Impairment ◽

English Language ◽

Nonword Repetition ◽

Adopted Children ◽

Typically Developing ◽

Bilingual Speakers ◽

Internationally Adopted Children ◽

English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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