A Study on the Number Sense and Number Concept between Korean and Chinese Young Children with Developmental Delays

2018 ◽  
Vol 18 (3) ◽  
pp. 239-261
Author(s):  
Hyo-Jin Koo ◽  
Jong-Woo Shin
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Number Sense ◽  
Number Concept

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

scholarly journals Efficacy Trial of Contrasting Approaches to the Response-Contingent Learning of Young Children with Significant Developmental Delays and Multiple Disabilities

2016 ◽  
Vol 7 (1) ◽  
pp. 12 ◽  
Author(s):  
Melinda Raab ◽  
Carl J. Dunst ◽  
Deborah W. Hamby
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Primary Caregivers ◽  
Multiple Disabilities ◽  
Learning Opportunities ◽  
Efficacy Trial ◽  
Response Contingent ◽  
Very Young Children ◽  
Randomized Control ◽  
Efficient Learning

Findings from a randomized control design efficacy trial of an asset-based vs. needs-based approach to the response-contingent learning of infants and toddlers with significant developmental delays and disabilities who did not use instrumental behavior to produce or elicit reinforcing consequences are reported. The investigation included 71 children randomly assigned to the two contrasting types of interventions. The asset-based intervention and needs-based intervention differed in terms of how child behavior were identified and used to elicit reinforcing consequences as part of response-contingent learning games implemented by the children’s parents or other primary caregivers. Children in the asset-based group were provided more learning opportunities, acquired more response-contingent behavior, and demonstrated more efficient learning compared to children in the needs-based group. Implications for improving practices for very young children with significant developmental delays and multiple disabilities are described.

scholarly journals Mothers' Social Communicative Adjustments to Young Children With Mild Developmental Delays

2008 ◽  
Vol 113 (1) ◽  
pp. 1 ◽  
Author(s):  
Michael J. Guralnick ◽  
Brian Neville ◽  
Mary A. Hammond ◽  
Robert T. Connor
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Social Communicative
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