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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...17 Hits 1 – 20 of 324 1 Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process Rossetti, Zachary; Story Sauer, Janet; Bui, Oanh. - : SAGE Publications, 2018 BASE Show details 2 Structured and Critical Intercultural Programming: Faculty and Staff Collaborate to Put Research into Action Spitzman, Emily; Waugh, Michael In: Special Education Faculty Publications (2018) BASE Show details 3 Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children With Hearing Loss Who Use Listening and Spoken Language Arora, Sonia. - 2018 BASE Show details 4 Vocal and Non-Vocal Verbal Behavior Between Mothers and Their Children Diagnosed with Autism Spectrum Disorder Greer, Ashley Briggs. - 2018 BASE Show details 5 The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language Rufsvold, Ronda L.. - 2018 BASE Show details 6 The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations Morgan, Georgette Alicia. - 2018 Abstract: In 2 experiments, I analyzed relations between the presence of Bidirectional Naming (BiN) and the establishment of arbitrary and non-arbitrary relational responses. In Experiment I, I analyzed the presence and strength of correlations between Bidirectional Naming and the establishment of derived relations for 31 preschool students. For Bidirectional Naming, the participants’ responses to both familiar and unfamiliar stimuli were measured; familiar stimuli were defined as spoken and visual stimuli that may be commonly present in the participants’ environment, while unfamiliar stimuli were contrived spoken and visual stimuli that were not customarily present in the participants’ environment. For relational responses, a non-arbitrary relation was defined as a relation that can be made based on the formal characteristics of the stimuli, while an arbitrary relation would be based on verbally mediated contextual cues. Data from this experiment showed there was an overall positive correlation between the demonstration of Bidirectional Naming and the establishment of derived relations, r = .847, p < .001. Moreover, there was a strong positive correlation between Bidirectional Naming with unfamiliar stimuli and arbitrarily derived relations, r = .823, p < .001. In Experiment II, I studied the establishment of arbitrary visual-visual and auditory-visual relations for 18 preschool students. The participants were split into 3 equal groups based on their degree of Bidirectional Naming; the groups consisted of 6 participants that demonstrated Bidirectional Naming, 6 participants that demonstrated Unidirectional Naming (UniN), and 6 participants that demonstrated a low degree of Bidirectional Naming. A comparison of the mean correct responses, between experimental groups, showed a significant difference for auditory-visual relations, F(2,15) = 36.63, p < .001, as well as visual-visual relations, F(2,15) = 4.11, p = .038. These data suggest that simpler (i.e., auditory-visual) derived relations are present with Unidirectional Naming; however, the joining of the listener and speaker repertoires (i.e., Bidirectional Naming) may be necessary for the development of more complex (i.e., visual-visual) derived relations. The results of these experiments suggest strong associations between the incidental acquisition of words and the incidental acquisition of language relations. The results also provide more evidence for how the establishment of Bidirectional Naming may lead to an individual learning at accelerated rates and in new ways. Keyword: Behavioral assessment; Language acquisition--Research; Names; Preschool children--Language; Psychology; Special education URL: https://doi.org/10.7916/D81Z5MT3 BASE Hide details 7 A Functional Writing Package and Middle School Special Education Students’ Math Algorithms Crosbie, Caroline. - 2018 BASE Show details 8 The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore Yap, Dorcas Fen-Fung. - : eScholarship, University of California, 2018 In: Yap, Dorcas Fen-Fung. (2018). The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/1kg9j39s (2018) BASE Show details 9 Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children. Grimm, Ryan P; Solari, Emily J; McIntyre, Nancy S... In: Autism research : official journal of the International Society for Autism Research, vol 11, iss 4 (2018) BASE Show details 10 Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension Salehomoum, Maryam. - : eScholarship, University of California, 2018 In: Salehomoum, Maryam. (2018). Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/7dc409nn (2018) BASE Show details 11 Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders GarciaDubon, Elizabeth Raquel. - : eScholarship, University of California, 2018 In: GarciaDubon, Elizabeth Raquel. (2018). Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders. UCLA: Education-Special Education Joint Doctoral Program w/CSULA 0884. Retrieved from: http://www.escholarship.org/uc/item/0170028c (2018) BASE Show details 12 A Single-Subject Evaluation of Facilitated Communication in the Completion of School-Assigned Homework Meissner, Nancy A In: Dissertations & Theses (2018) BASE Show details 13 Effects of a parent-implemented Developmental Reciprocity Treatment Program for children with autism spectrum disorder ... Gengoux, Grace W; Salena Schapp; Burton, Sarah. - : Figshare, 2018 BASE Show details 14 Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder ... Bacon, Elizabeth C; Osuna, Suzanna; Courchesne, Eric. - : Figshare, 2018 BASE Show details 15 Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder ... Bacon, Elizabeth C; Osuna, Suzanna; Courchesne, Eric. - : Figshare, 2018 BASE Show details 16 Effects of a parent-implemented Developmental Reciprocity Treatment Program for children with autism spectrum disorder ... Gengoux, Grace W; Salena Schapp; Burton, Sarah. - : Figshare, 2018 BASE Show details 17 The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations ... Morgan, Georgette Alicia. - : Columbia University, 2018 BASE Show details 18 Exploring the Linguistic Profile of Gifted ESL Students ... Kilani, Hoda. - : Graduate Studies, 2018 BASE Show details 19 THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS ... Meyer, Anna. - : Digital Repository at the University of Maryland, 2018 BASE Show details 20 Parent-Implemented Language Intervention with Young Children from Low-SES Environments Who Have Language Impairment ... Hatcher, Courtney Allison. - : University of Kentucky Libraries, 2018 BASE Show details Page: 1 2 3 4 5...17

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