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

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2022-04-29 DOI:10.1177/10538151221092406

Veronica Y. Kang, Sunyoung Kim

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引用次数: 1

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.

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强化环境教学与书本阅读对语言迟缓幼儿目标词近似的影响

向幼儿教授词汇是至关重要的，因为词汇与长期的语言、读写能力和学术技能有关。本研究采用多探针设计，对4名2 ~ 4岁语言迟缓儿童进行强化环境教学和阅读对词汇近似值使用的影响进行了研究。第一作者在三个月的时间里，每周在家庭中进行3到5天的干预。通过可视化分析和效应量的计算，结果表明干预与目标词近似的数量和频率之间存在函数关系。经过6到25次干预后，参与者使用了所有5种目标单词近似值，并且改善持续了15周。此外，测量和分析了提示后使用的目标词近似的总频率和用于引出目标词近似的提示的比例。家长通过匿名问卷报告干预的社会效度较高。讨论了以家庭为中心的早期干预的实践和研究意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.