Development of Basic Concepts in Early Education Programs for Children Who Are Deaf and Hard of Hearing Using Listening and Spoken Language

Nelson, Lauri H.; Powell, Katherine L.; Bloom, Sara; Lignugariskraft, Benjamin

doi:10.17955/tvr.114.1.742

Cited by 6 publications

(14 citation statements)

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“…SLP intervention. The concept intervention protocol used by the SLP was adapted from Nelson, Powell, Bloom, and Lignugaris-Kraft (2014) as used in Miller (2017). The intervention consisted of two phases: introduction of the word and receptive practice with the word.…”

Section: Methodsmentioning

confidence: 99%

“…The intervention consisted of two phases: introduction of the word and receptive practice with the word. During the introduction phase, as recommended by Nelson et al (2014), concepts were isolated (so only one concept was taught at a time as opposed to introducing all of the concept words together). The SLP said the name of the concept and asked children to imitate the name.…”

Section: Methodsmentioning

confidence: 99%

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The Effects of Co-Treatment on Concept Development in Children With Down Syndrome

Lund

Young

Yarbrough

2019

Communication Disorders Quarterly

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This preliminary study investigated the effects of co-treatment by an adapted physical educator and speech-language pathologist on basic concept vocabulary learning in preschool children with Down syndrome as compared with the effects of treatment by either professional alone. In a Repeated Acquisition Design/Adapted Alternating Treatment study, 10 preschool children with Down syndrome were taught five basic concept words each week in a co-treatment intervention, in adapted physical education alone, or in speech-language therapy alone across 9 weeks. Each week, participants participated in a pre- and posttest. Four children learned the most words in the co-treatment condition and the remaining six children did not learn different numbers of words across conditions. Individual characteristics of children in the study were evaluated to determine possible factors that differentiate learning patterns among children. This preliminary study provides evidence that co-treatment may be effective for vocabulary teaching for some children with Down syndrome, particularly those with relatively high nonverbal intelligence.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The Effects of Co-Treatment on Concept Development in Children With Down Syndrome

Lund

Young

Yarbrough

2019

Communication Disorders Quarterly

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“…To date, however, studies of vocabulary instruction have not elucidated best practices for teaching concepts words. Nelson et al (2014) described recommended strategies for teaching basic concepts based on a review of the intervention literature for children with normal hearing and documented how preschool teachers used those strategies. The strategies included (a) positive concept examples, (b) nonconcept examples, (c) continuous conversion between positive and nonexamples, (d) isolation of the concept, (e) integration of the concept with prior knowledge, and (f) moving from more concrete to more abstract examples of concepts.…”

Section: Interventions For Children With Hearing Lossmentioning

confidence: 99%

“…The strategies included (a) positive concept examples, (b) nonconcept examples, (c) continuous conversion between positive and nonexamples, (d) isolation of the concept, (e) integration of the concept with prior knowledge, and (f) moving from more concrete to more abstract examples of concepts. For example, to teach a word such as "under," Nelson et al (2014) recommends that teachers isolate the concept by teaching "under" and "not under" during a teaching episode, not including any other new concept words (i.e., isolating the concept). Giving examples of "under" would serve as a positive example of that word, and showing instances of "not under," as opposed to contrasting with another word such as "over," provides a nonexample and keeps the new concept isolated.…”

Section: Interventions For Children With Hearing Lossmentioning

confidence: 99%

Teaching Vocabulary to Improve Print Knowledge in Preschool Children With Hearing Loss

Lund

Miller

Douglas³

et al. 2020

Perspect ASHA SIGs

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Purpose The purpose of this article was to examine evidence that (a) published measures may tap different categories of print knowledge and result in disparate findings in the literature, (b) concept vocabulary knowledge in children with hearing loss may exacerbate deficits in conceptual print knowledge, and (c) concept vocabulary can be taught via direct instruction for preschool children with hearing loss. Method In Study 1, an item analysis of published print knowledge measures was performed to determine the prevalence of concept vocabulary in test items. Additionally, the performance on a conceptual print knowledge measure was compared for preschool children with and without hearing loss. In Study 2, four preschool children participated in a multiple probe across behaviors treatment design to determine if concept vocabulary could be explicitly taught to children with hearing loss. Results Differences emerged in use of concept vocabulary on test items across the measures, which may explain disparate findings that have been reported in this area. Additionally, children with hearing loss performed lower than children with typical hearing on items that contained concept vocabulary but not on items that did not. Finally, we found initial evidence that direct instruction can improve concept vocabulary for children with hearing loss, and it might not be necessary to separately target each concept category. Conclusion This series of studies lays groundwork for future research confirming a connection between conceptual print knowledge and conceptual vocabulary knowledge, and offers evidence for intervention that could be used clinically to teach conceptual vocabulary.

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“…Skills on the list that were not demonstrated in the child's spontaneous productions were systematically targeted for instruction each week. To moderate issues related to fidelity of instruction (the consistent application of an agreed upon procedure) and treatment integrity (the degree to which intervention is implemented as planned or intended) (25,26), the use of instructional coaches was provided for the intervention group (27,28). Using a partnership approach, the classroom coaches worked with the deaf education teachers to analyze data, develop activities, and implement lesson plans that would help the child meet the selected spoken language objective(s).…”

Section: Interventionmentioning

confidence: 99%

Improving Spoken Language Outcomes for Children With Hearing Loss

Douglas

2016

Otology &Amp; Neurotology

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Development of Basic Concepts in Early Education Programs for Children Who Are Deaf and Hard of Hearing Using Listening and Spoken Language

Cited by 6 publications

References 0 publications

The Effects of Co-Treatment on Concept Development in Children With Down Syndrome

The Effects of Co-Treatment on Concept Development in Children With Down Syndrome

Teaching Vocabulary to Improve Print Knowledge in Preschool Children With Hearing Loss

Improving Spoken Language Outcomes for Children With Hearing Loss

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