{"title":"Explicit-implicit instruction is a potentially effective approach for teaching grammatical forms to children with autism spectrum disorder1","authors":"C. J. Lane, Steven L. Powell","doi":"10.1080/17489539.2019.1666494","DOIUrl":null,"url":null,"abstract":"Q (1) Do children with autism spectrum disorder (ASD) learn to contingently apply a novel grammatical form with greater accuracy if taught using a combined explicit-implicit approach rather than implicit-only intervention approach? (2) Do more children with ASD who receive explicit-implicit instruction and learn to apply a novel grammatical form maintain accurate use of that form after a one-week delay and do they show better generalization to a play context compared to children who receive implicit only instruction? (3) Do the language, cognitive, or behavioral profiles of children with ASD who learn to apply the novel grammatical form with explicit-implicit instruction differ significantly from those who do not learn to use the marking?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"14 1","pages":"218 - 224"},"PeriodicalIF":0.0000,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evidence-Based Communication Assessment and Intervention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17489539.2019.1666494","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Q (1) Do children with autism spectrum disorder (ASD) learn to contingently apply a novel grammatical form with greater accuracy if taught using a combined explicit-implicit approach rather than implicit-only intervention approach? (2) Do more children with ASD who receive explicit-implicit instruction and learn to apply a novel grammatical form maintain accurate use of that form after a one-week delay and do they show better generalization to a play context compared to children who receive implicit only instruction? (3) Do the language, cognitive, or behavioral profiles of children with ASD who learn to apply the novel grammatical form with explicit-implicit instruction differ significantly from those who do not learn to use the marking?
期刊介绍：
Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.
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