The study compared the effects of two forms of intervention on a three-year-old autistic female. Marked improvement in tantrum control, expressive language, and reduced obsessional behaviors were associated with the use of behavior management techniques, whereas developmental stimulation through play and positive adult contact produced no…

The relationship between interactive play and the frequency of related responding to comments was investigated within the dyadic interactions between a language impaired 4-year-old and 4 normal language users. While the frequency of related responses was variable for the subject, the frequencies of related responses of normal children were…

Language comprehension performance on the Test of Auditory Comprehension of Language (TACL) was investigated using three modes of test administration with 24 four-year-old children representing various categories of cognitive tempo. Results indicated that all Ss had similar expressive language abilities. (Author/SB)

The process by which 55 preschool children acquire the meanings of dimensional and expressive terms was investigated in relation to Eve Clark's semantic feature hypothesis. (Author/MP)

The Structured Photographic Expressive Language Test-Preschool was compared to an author-developed structured task activity in determining the grammatical ability of 20 Spanish-speaking preschoolers. The structured task activity was a better means for obtaining information concerning the preschoolers' productive knowledge of grammatical forms. (CR)

Four developmentally delayed preschoolers were taught action-object responses in receptive and expressive language modalities, using matrix-training procedures. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a…

When assessed for speech/language development, 31 children (age 1-12) fitted with endotracheal tubes for more than 3 months beginning by age 13 months showed overall language functioning within normal limits and commensurate with cognitive ability. However, a pattern of expressive language disability was noted in the oldest group. (Author/JDD)

This study examined repair strategies used by boys with language impairments, in response to clarification requests following conversational breakdowns. Five subjects, aged four-five, were compared with five age-matched controls and five controls matched for verbal competence. Results showed that all three groups overwhelmingly used revisions to…

This study found that use of a simultaneous prompting procedure was effective in training expressive object identification to three preschool students with developmental delays. The acquired identifications were maintained up to three weeks and generalized across persons and materials at high rates. (Author/JDD)

A modeling procedure involving dynamic interactions was used to train three language-delayed preschool children to emit five-element syntactic responses. A single-subject multiple baseline design using within- and across-subject replication was employed to study the acquisition of expanded "agent-action-object" sentences and the…

Eight retarded preschool children placed in a day activity center setting were selected for inclusion in a multimodality receptive language program to increase receptive language development and stimulate verbal (expressive) language behavior. (Author/SBH)

In a comparison of expressive language in different settings, 20 economically disadvantaged students in a Head Start program were divided into four groups: single-object picture, toy, multi-object picture, and adult-child conversation. (CL)

The Denver Developmental Screening Test (DDST) and an expressive language measure were administered to 114 children (aged 24 to 74 months) suspected of developmental difficulties. The DDST did not identify the majority of children who failed the expressive language screening, even after cutoff scores were made more rigorous. (Author/JDD)

This study of four preschool children (two typically developing, one physically disabled, one mildly developmentally delayed) found that use of a simultaneous prompting procedure was effective in teaching expressive word recognition to three of the students. Maintenance and generalization were also successful. (Author/JDD)