Comparing Pictures and Videos for Teaching Action Labels to Children with Communication Delays

Autor/inn/en	Schebell, Shannon; Shepley, Collin; Mataras, Theologia; Wunderlich, Kara
Titel	Comparing Pictures and Videos for Teaching Action Labels to Children with Communication Delays
Quelle	In: Topics in Early Childhood Special Education, 37 (2018) 4, S.234-245 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121417746511
Schlagwörter	Comparative Analysis; Teaching Methods; Communication Problems; Communication Disorders; Visual Stimuli; Preschool Education; Preschool Children; Direct Instruction; Prompting; Achievement Gains; Retention (Psychology); Efficiency; Instructional Effectiveness; Special Education; Intervention + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsbarriere; Kommunikationsstörung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Benutzerführung; Achievement gain; Leistungssteigerung; Merkfähigkeit; Effectiveness; Effektivität; Wirkungsgrad; Unterrichtserfolg; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Children with communication delays often display difficulties labeling stimuli in their environment, particularly related to actions. Research supports direct instruction with video and picture stimuli for increasing children's action labeling repertoires; however, no studies have compared which type of stimuli results in more efficient, maintainable, or generalizable learning for children with communication delays. In the present study, we used a single-case adapted alternating treatments design to compare picture and video stimuli for teaching action labels to three preschool-aged children receiving special education services in a self-contained setting for communication delays. Results indicate that all children acquired target action labels using both picture and video stimuli, and all children generalized some targets to in vivo stimuli without direct instruction. Efficiency, generalization, and maintenance measures varied across children. Implications and future directions for researchers and practitioners are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01