Abstract
Two early childhood teachers of integrated delayed children and two special education early childhood teachers of segregated delayed children were taught to use sample, mand, and delay techniques with five young children with language and cognitive delays. From Baseline to Intervention, the teachers changed significantly the types of initiations they directed to the children: They significantly increased samples, mands, and delays and decreased questions, while they maintained comments. The teachers did not significantly increase the number of initiations they directed to the target children. From Baseline to Intervention, the children significantly Increased their word rates, utterance rates, number of words per utterance, and percent of responding to the teachers' initiations. The children made nonsignificant gains in rate of initiations and syntax scores. The authors concluded that the sample, mand, and delay techniques were successfully and easily implemented by teachers of young children with language delays and that the implementation of the techniques was followed by increases in the children's language. The data from this study provided support for the use of the techniques by teachers of young children with language and cognitive delays.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 342-348 |
| Number of pages | 7 |
| Journal | Journal of Early Intervention |
| Volume | 12 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1988 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Psychiatry and Mental health
Cite this
The Implementation of Sample, Mand, and Delay Techniques to Enhance the Language of Delayed Children in Group Settings. / Pearson, Mary Ellen; Pearson, Algene; Fenrick, Nancy; Johnson-Greene, Douglas E.
In: Journal of Early Intervention, Vol. 12, No. 4, 1988, p. 342-348.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The Implementation of Sample, Mand, and Delay Techniques to Enhance the Language of Delayed Children in Group Settings
AU - Pearson, Mary Ellen
AU - Pearson, Algene
AU - Fenrick, Nancy
AU - Johnson-Greene, Douglas E
PY - 1988
Y1 - 1988
N2 - Two early childhood teachers of integrated delayed children and two special education early childhood teachers of segregated delayed children were taught to use sample, mand, and delay techniques with five young children with language and cognitive delays. From Baseline to Intervention, the teachers changed significantly the types of initiations they directed to the children: They significantly increased samples, mands, and delays and decreased questions, while they maintained comments. The teachers did not significantly increase the number of initiations they directed to the target children. From Baseline to Intervention, the children significantly Increased their word rates, utterance rates, number of words per utterance, and percent of responding to the teachers' initiations. The children made nonsignificant gains in rate of initiations and syntax scores. The authors concluded that the sample, mand, and delay techniques were successfully and easily implemented by teachers of young children with language delays and that the implementation of the techniques was followed by increases in the children's language. The data from this study provided support for the use of the techniques by teachers of young children with language and cognitive delays.
AB - Two early childhood teachers of integrated delayed children and two special education early childhood teachers of segregated delayed children were taught to use sample, mand, and delay techniques with five young children with language and cognitive delays. From Baseline to Intervention, the teachers changed significantly the types of initiations they directed to the children: They significantly increased samples, mands, and delays and decreased questions, while they maintained comments. The teachers did not significantly increase the number of initiations they directed to the target children. From Baseline to Intervention, the children significantly Increased their word rates, utterance rates, number of words per utterance, and percent of responding to the teachers' initiations. The children made nonsignificant gains in rate of initiations and syntax scores. The authors concluded that the sample, mand, and delay techniques were successfully and easily implemented by teachers of young children with language delays and that the implementation of the techniques was followed by increases in the children's language. The data from this study provided support for the use of the techniques by teachers of young children with language and cognitive delays.
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UR - http://www.scopus.com/inward/citedby.url?scp=84976936004&partnerID=8YFLogxK
U2 - 10.1177/105381518801200407
DO - 10.1177/105381518801200407
M3 - Article
AN - SCOPUS:84976936004
VL - 12
SP - 342
EP - 348
JO - Journal of Early Intervention
JF - Journal of Early Intervention
SN - 1053-8151
IS - 4
ER -