Effects of Enhanced Milieu Teaching and Book Reading on the Target Word Approximations of Young Children with Language Delay

Autor/inn/en	Kang, Veronica Y.; Kim, Sunyoung
Titel	Effects of Enhanced Milieu Teaching and Book Reading on the Target Word Approximations of Young Children with Language Delay
Quelle	In: Journal of Early Intervention, 45 (2023) 2, S.122-144 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Veronica Y.) ORCID (Kim, Sunyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151221092406
Schlagwörter	Teaching Methods; Word Frequency; Vocabulary Development; Story Reading; Preschool Children; Females; Intervention; Cues; Parent Attitudes; Validity; Family Programs; Evidence Based Practice; Disability Identification; Student Behavior; Language Skills; Measures (Individuals); Language Impairments; Developmental Delays; Comparative Analysis; Family Environment; Interrater Reliability; Adaptive Behavior Scale; MacArthur Bates Communicative Development Inventories + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Word analysis; Frequency; Wortanalyse; Häufigkeit; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Weibliches Geschlecht; Stichwort; Elternverhalten; Gültigkeit; Family program; Familienprogramm; Student behaviour; Schülerverhalten; Language skill; Sprachkompetenz; Messdaten; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Familienmilieu; Interrater-Reliabilität
Abstract	Teaching vocabularies to young children is critical as vocabulary is related to long-term language, literacy, and academic skills. The current study used a multiple probe design to examine the effects of enhanced milieu teaching with book reading on the use of word approximations in four 2- to 4-year-old females with language delay. The first author implemented the intervention in families' homes for 3 to 5 days a week over 3 months. Through visual analysis and the calculation of effect sizes, the results showed that there was a functional relation between the intervention and the number and frequency of targeted word approximations. After six to 25 intervention sessions, participants used all five targeted word approximations, and the improvements were maintained up to 15 weeks. In addition, the total frequency of targeted word approximations used after prompts and the proportions of prompts used to elicit the targeted word approximations were measured and analyzed. Parents reported high social validity of the intervention via an anonymous questionnaire. Implications for practice and research of family-centered early intervention are discussed. (As Provided).
Anmerkungen	SAGE Publications. 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01