國立虎尾科技大學 |

Effects of Language for Learning on Young Children with Autism Spectrum Disorder.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Language for Learning on Young Children with Autism Spectrum Disorder./
作者:	Smith, Diana M.
面頁冊數:	1 online resource (190 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355666366

Effects of Language for Learning on Young Children with Autism Spectrum Disorder.
Smith, Diana M.

Effects of Language for Learning on Young Children with Autism Spectrum Disorder. - 1 online resource (190 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--University of South Carolina, 2017.

Includes bibliographical references

Language for Learning (LL) is an oral language curriculum that uses Direct Instruction (DI) methodology. DI is well researched, but only limited studies exists on the use of LL with children with autism spectrum disorder (ASD). This study used a multiple baseline research design, across four, four-year-old participants, to measure the effects of LL on the language development of young children with ASD. This study also measured the generalization of learned skills to the narrative language of the participants. Finally, changes in the participants language microstructure were analyzed throughout the study. A researcher-created acquisition probe was used to measure language skills taught in three tracks in the LL curriculum. A weekly narrative story retell was used to calculate two measures of language microstructure, and assess generalization of three language structures taught through LL. LL instruction was systematically introduced across participants in a step wise fashion, over time, and effects on the dependent variables were measured. Results indicate that the curriculum increased accurate performance on the researcher-created LL acquisition probe. An increase in copula use was found in the language samples of three participants immediately after LL instruction was introduced, but these increases were not maintained throughout the study. Pronoun use in the language samples of three participants decreased during the intervention phase. Finally, while some changes in language microstructure were observed, a functional relationship could not be established between these changes and LL instruction. Limitations of the study and implications for future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355666366Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Effects of Language for Learning on Young Children with Autism Spectrum Disorder.
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245 1 0 $a Effects of Language for Learning on Young Children with Autism Spectrum Disorder.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
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502 $a Thesis (Ph.D.)--University of South Carolina, 2017.
504 $a Includes bibliographical references
520 $a Language for Learning (LL) is an oral language curriculum that uses Direct Instruction (DI) methodology. DI is well researched, but only limited studies exists on the use of LL with children with autism spectrum disorder (ASD). This study used a multiple baseline research design, across four, four-year-old participants, to measure the effects of LL on the language development of young children with ASD. This study also measured the generalization of learned skills to the narrative language of the participants. Finally, changes in the participants language microstructure were analyzed throughout the study. A researcher-created acquisition probe was used to measure language skills taught in three tracks in the LL curriculum. A weekly narrative story retell was used to calculate two measures of language microstructure, and assess generalization of three language structures taught through LL. LL instruction was systematically introduced across participants in a step wise fashion, over time, and effects on the dependent variables were measured. Results indicate that the curriculum increased accurate performance on the researcher-created LL acquisition probe. An increase in copula use was found in the language samples of three participants immediately after LL instruction was introduced, but these increases were not maintained throughout the study. Pronoun use in the language samples of three participants decreased during the intervention phase. Finally, while some changes in language microstructure were observed, a functional relationship could not be established between these changes and LL instruction. Limitations of the study and implications for future research are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
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650 4 $a Early childhood education. $3 557157
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710 2 $a University of South Carolina. $b Special Education. $3 1187635
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