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Literature DB >> 8050981

Opportunities for communication in classrooms serving children with developmental disabilities.

J Sigafoos¹, D Roberts, M Kerr, D Couzens, A J Baglioni.

Abstract

Documented the number and types of opportunities for communication provided by teachers in seven classrooms for children with developmental disabilities and by teachers of nonhandicapped preschoolers in a day care center. In the special education settings, less than 14% of the more than 6,000 observation intervals contained an opportunity for communication. Most opportunities involved naming an object or event followed in frequency by opportunities to request, answer, and imitate. Similar results were obtained in the day care center. In the special education classrooms, a strong positive correlation was found between a child's existing communication skills and the number of opportunities received. Results suggest that these teachers did incorporate opportunities for communication into classroom activities.

Entities: Disease Species

Mesh：

Year: 1994 PMID： 8050981 DOI： 10.1007/bf02172226

Source DB: PubMed Journal: J Autism Dev Disord ISSN： 0162-3257

16 in total

1. Establishing verbal repertoires: Toward the application of general case analysis and programming.

Authors: R E O'Neill
Journal: Anal Verbal Behav Date: 1990

2. An implicit technology of generalization.

Authors: T F Stokes; D M Baer
Journal: J Appl Behav Anal Date: 1977

3. Analog language teaching versus natural language teaching: generalization and retention of language learning for adults with autism and mental retardation.

Authors: R O Elliott; K Hall; H V Soper
Journal: J Autism Dev Disord Date: 1991-12

4. Augmentative communication systems taught to cerebral-palsied children--a longitudinal study. III. Teaching practices and exposure to sign and symbol use in schools and homes.

Authors: O Udwin; W Yule
Journal: Br J Disord Commun Date: 1991-08

Opportunities for communication in classrooms serving children with developmental disabilities.

1. Establishing verbal repertoires: Toward the application of general case analysis and programming.

2. An implicit technology of generalization.

3. Analog language teaching versus natural language teaching: generalization and retention of language learning for adults with autism and mental retardation.

4. Augmentative communication systems taught to cerebral-palsied children--a longitudinal study. III. Teaching practices and exposure to sign and symbol use in schools and homes.

5. Providing language consultation in the natural context: a model for delivery of services.

6. Naturalistic observations of classrooms serving severely handicapped persons: establishing evaluative norms.

7. Programming "loose training" as a strategy to facilitate language generalization.

8. Naturalistic observations of spontaneous communication in autistic children.

9. Teachers' generalized use of delay as a stimulus control procedure to increase language use in handicapped children.

10. Language training in natural and clinical environments.

Review 1. Measures in intervention research with young children who have autism.

2. Extended Analysis of Empirical Citations with Skinner's Verbal Behavior: 1984-2004.

3. Citation Analysis of Skinner's Verbal Behavior: 1984-2004.

4. Increasing opportunities for requesting in classrooms serving children with developmental disabilities.

5. Teaching Problem Explanations Using Instructive Feedback.

6. Accommodating to motor difficulties and communication impairments in people with autism: the MORE intervention model.