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Kultur Dokumente
Author/Citation
Research Question
Participants
Setting
Implementers
Implementer training
Independent Variable
Dependent Variable
Results
Article 2
Author/Citation
Purpose of
Research
Participants
Setting
Implementers
Implementer
training
Independent
Variable
Dependent
Variable
Results
Article 3
Author/Citation
Purpose of Research This study demonstrated the effectiveness of using EMT paired with a VOCA to increase the
Participants
Setting
Implementers
Implementer
training
Independent
Variable
Dependent Variable
Results
All three children showed an increase in VOCA use. None of the children used the
VOCA in baseline.Terrance was the only child who started using vocalizations
during the study.
Sign intervention on expressive language using EMT strategies
Article 4
Courtney A. Wright, Ann P. Kaiser, Dawn I. Reikowsky, and Megan Y. Roberts
Author/Citation
Purpose of Research In this study, the authors evaluated the effects
Participants
Setting
Implementers
Implementer
training
Independent
Variable
Dependent Variable
Four toddlers (ages 2329 months) with Down syndrome were enrolled in a study
requirements- (a) a diagnosis of DS;(b) age18 and 36 months; (c) vision within normal
limits; (d) at least one and fewer than 15 spoken words or manual signs (e) ability to imitate
placement and action of hand movements (f) English as the primary language (g) parental
consent for the childs Participation in the study
Baseline and intervention sessions were conducted in a
room at a pediatric therapy clinic furnished with a child-sized table and one Rifton chair;
however, the child participants and the interventionist sat on the floor during each session.
the interventionists implemented the EMT strategies along with Joint attention, symbolic
play and emotional regulation to teach spoken words and signs to children with Down
syndrome
The interventionist knew sign language but were not fluent in it.they also knew how to
implement the EMT strategies (responding to child, expanding child language, modeling,
etc.)
The EMT strategies included
(a) Following the childs lead-joining childs activity and playing how they are.
(b) Responding to the childs communication-talk to the child at there level
(c) mirroring the childs play actions and mapping- describing shared actions with target
words and signs
(d) Expanding the childs communication- expand child's gestures and word by adding
target words
(e) Modeling target signs
(f) Using time delay to promote child communication-provide choices then wait for
response
(g) Incorporating milieu prompting episodes to promote child practice of
communication targets-point, show, give
Baseline- sessions occurred two times per week, 2030 min. Each baseline session involved
interactive play. The interventionist provided interesting toys and engaged in play with toys
selected by the child.
Intervention- Intervention sessions also occurred two times per week,2030 min. on the
basis of child interest in toys and continued engagement in the interaction. The
interventionist engaged in child-directed play and used EMT and JASPER strategies to
teach 32 signs paired with spoken words.
Results
Article 4
Author/Citation
Purpose of Research
Participants
Ryan. Ryan used one spontaneous sign during baseline. With intervention, his total
use of signs increased. He signed between 0 and 11 different words.
Erin- about nine different signs per session
Jay- used fewer than two signs per session during baseline, after intervention he
used an average of 17 signs
Gretchen- did not sign during the baseline but increased sign gradually throughout
the intervention.
Setting
Implementers
Implementer
training
Independent
Variable
Dependent Variable
Parents can learn to include two new teaching strategies within their daily
routines
This study demonstrated that the intervention successfully enhanced
generalized parent strategy use across daily routines and had positive effects on
child communication outcomes.
Results
This study demonstrated that the intervention successfully enhanced generalized
parent strategy use across daily routines and had positive effects on child
communication outcomes.