A Review of Recommendations for Sequencing Receptive and Expressive Language Instruction

Autor/inn/en	Petursdottir, Anna Ingeborg; Carr, James E.
Titel	A Review of Recommendations for Sequencing Receptive and Expressive Language Instruction
Quelle	In: Journal of Applied Behavior Analysis, 44 (2011) 4, S.859-876 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Evidence; Direct Instruction; Autism; Expressive Language; Intervention; Teaching Methods; Language Acquisition; Sequential Learning; Disabilities; Models; Mastery Learning; Training; Mental Retardation; Sign Language; Children; Young Adults; Behavior Modification + Suchen Sie Ihr Suchwort? Evidenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Didaktische Sequenzierung; Lernsequenz; Handicap; Behinderung; Analogiemodell; Ausbildung; Geistige Behinderung; Gebärdensprache; Child; Kind; Kinder; Young adult; Junger Erwachsener; Behaviour modification; Verhaltensänderung
Abstract	We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some evidence exists that the reverse sequence may be more efficient. Alternative recommendations include teaching receptive and expressive skills simultaneously (M. L. Sundberg & Partington, 1998) and building learning histories that lead to acquisition of receptive and expressive skills without direct instruction (Greer & Ross, 2008). Empirical support for these recommendations also is limited. Future research should assess the relative efficiency of receptive-before expressive, expressive-before-receptive, and simultaneous training with children who have diagnoses of autism spectrum disorders. In addition, further evaluation is needed of the potential benefits of multiple-exemplar training and other variables that may influence the efficiency of receptive and expressive instruction. (Contains 1 table.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10