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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 Hits 1 – 6 of 6 1 Examination of the stability of two methods of defining specific language impairment Cole, Kevin N.; Schwartz, Ilene S.; Notari, Angela R.... In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 16 (1995) 1, 103-123 BLLDB Show details 2 Examination of the stability of two methods of defining specific language impairment Cole, Kevin N; Schwartz, Ilene S; Notari, Angela R... In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 16 (1995) 1, 103-124 OLC Linguistik Show details 3 Agreement of Assessment Profiles Used in Cognitive Referencing Cole, Kevin M; Mills, Paulette E; Kelley, Darcy In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 25 (1994) 1, 25-31 OLC Linguistik Show details 4 Effects of classroom composition on cognitive and language development and social behavior of young children with disabilities Mills, Paulette E. - 1994 Abstract: Thesis (Ph. D.)--University of Washington, 1994 ; This study examined the effects of three different classroom compositions--segregated, integrated special education, and mainstreamed--on the developmental and social behavior outcomes of 66 young children with disabilities. No main effect differences between the three groups appeared on any of the measures. Aptitude-by-treatment analyses revealed that higher performing children gained more in integrated special education settings, whereas lower performing children gained more in segregated and mainstreamed settings. Classroom observations of teacher behavior and children's isolate/unoccupied play provide explanations for the performance of lower performing children with disabilities. Other explanations are suggested to account for the behavior of higher performing children with disabilities. Caution is suggested in pursuing full inclusion as the only placement option for young children with disabilities. Keyword: Theses--Education URL: http://hdl.handle.net/1773/7611 BASE Hide details 5 Defining language delay in young children by cognitive referencing : are we saying more than we know? Cole, Kevin N.; Dale, Philip S.; Mills, Paulette E. In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 11 (1990) 3, 291-302 BLLDB Show details 6 Examination of test-retest and split-half reliability for measures derived from language samples of young handicapped children Cole, Kevin N.; Mills, Paulette E.; Dale, Philip S. In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 20 (1989) 3, 259-268 BLLDB Show details

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