Angela Losardo

Translating Research on Naturalistic Instruction into Practice

Naturalistic instruction procedures have broad philosophical and practical appeal and have been embraced with enthusiasm by many who teach about or practice early intervention. While there is general agreement that a number of intervention procedures may be characterized as naturalistic and there is empirical evidence to substantiate that many have been effectively applied, a number of research issues must be addressed if practitioners are to apply the results. Issues associated with definition of procedures (independent variables) and outcomes (dependent variables) confound the translation of research into practice. This article raises these issues and suggests guidelines for describing independent and dependent variables that might better enable practitioners to apply research in their work with young children with disabilities and with families.

A Comparison of Activity-Based Intervention and Embedded Direct Instruction When Teaching Emergent Literacy Skills

This replication study focused on the effectiveness of two different intervention approaches, activity-based intervention and embedded direct instruction, on the acquisition, generalization, and maintenance of phonological awareness, a key area of emergent literacy, by preschool children with language delays. Five male preschool participants with language delay were treated with a modified alternating-treatments design. Embedded direct instruction was more effective and efficient in the acquisition of phonological awareness skills for preschool children with language delays. Embedded direct instruction was also more effective in the generalization of emergent literacy skills to probe generalization sessions, as well as in the percentage of maintained skills. Preschool children who are at risk of acquiring foundational skills necessary for the development of conventional literacy would benefit from an explicit, systematic instructional approach. Embedded direct instruction provided the structure necessary to promote effective and efficient acquisition of skills, as well as generalization and maintenance of learning.

Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress

Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to broaden assessment practices to meet the needs of culturally and linguistically diverse populations. Four alternative approaches are described that can be integrated into everyday routines and can draw on the observations and interactions with children and families. These approaches are discussed in terms of their relevance to children and families with vastly different backgrounds within a transdisciplinary framework. Recommendations are provided for professionals who wish to adopt these approaches.

Problem-Based Learning for Undergrads: A unique approach uses case-study analysis to promote critical thinking.

Armed with these questions, each student completes assigned readings and accesses video resources related to the case outside of class. In the hypothetical case of Sarah, those readings might include information on aphasia characteristics, assessment and treatment, and the video resources could include those on aphasiabank.org. Students are also encouraged to compile additional resources. As the semester progresses, the amount of assigned readings decreases, allowing students to assume greater responsibility for independently seeking peer-reviewed resources.

Problem-Based Learning and Civic Engagement in Undergraduate Education.

Problem-based learning and civic engagement are complementary constructivist andragogical approaches that emphasize active learning by guiding students to develop their own understanding and knowledge of a topic through experience and reflection. By providing examples of clinical cases and community-based experiences, these approaches can enhance and expand the sociocultural perceptions of the students, while also allowing them an opportunity to develop the valuable interprofessional skill of collaboration. This article introduces the reader to these two andragogical approaches, and argues that, when implemented concurrently, these approaches are ideal for undergraduate students completing communication sciences and disorders degrees. These teaching methods provide students with an opportunity to cultivate a professional identity, and by assuming responsibility for their own learning, begin to develop research and clinical skills.

Theatre and Therapy Project: An Interprofessional Exploratory Pilot Study

The Theatre and Therapy Project was an interprofessional exploratory pilot study designed to examine the efficacy of theatre as a therapeutic intervention context for adolescents and young adults with intellectual disabilities and autism, all of whom had moderate to severe communication impairments. Undergraduate and graduate students from Departments of Communication Sciences and Disorders and Theatre and Dance were recruited, as well as eight client participants ranging in age from late teens to mid-twenties. The study used a pretest–posttest design using specific subtests related to communication, self-direction, and social domains from the ABAS-3 Adaptive Behavior Assessment System, Third Edition were administered, as well as a survey measuring the self-confidence of client participants. Activity-based intervention and video modeling were used to teach targeted speech, language, and social goals. This article describes implementation of this innovative program aimed at improving the communication and self-confidence of client participants. The perspectives of those who were involved in the Project are shared: a parent of a young adult with a developmental disability; students who were involved with providing intervention and collecting data; faculty members and practitioners from the Department of Communication Sciences and Disorders who supervised the speech-language pathology students; and a faculty member and practitioner from the Department of Theatre and Dance who supervised and worked with the theatre students. And finally, the challenges encountered and perceived benefits of this innovative therapeutic program are discussed.

Use of Parent Mediated Activity-Based Intervention to Promote JointAttention and Enhance Social Communication in a Toddler with Autism:An Exploratory Pilot Study

This exploratory pilot study was focused on the effectiveness of using a parent mediated activity-based intervention approach to promote joint attention and stress-free social communicative interactions between a toddler with autism and his mother. Treatment sessions included activities in which the child interacted both with his parent and with an interventionist. Results indicated that teaching this mother how to use the intervention approach to establish joint attention in everyday activities resulted in improved social communicative interactions between the parent and child and reduced stress levels. Generalization of joint attention behaviors to different settings was observed, however, the child responded less consistently to the interventionist than to his mother. No significant improvement in the child’s overall language abilities occurred.

Neuroplasticity and Young Children with Autism: A Tutorial

Autism spectrum disorder (ASD) is a developmental disability characterized by deficits in social communication and social interaction skills, as well as repetitive patterns of behaviors, interests, and activities. Theories related to neuroplasticity and brain development before 3 years of age lend support the notion of critical periods during which cortical circuits in the brain are refined by experience. Advances in early identification of ASD have led to an increased focus on early interventions targeting critical developmental skills in the first three years of life. The purpose of this tutorial is threefold. First, the principles of neuroplasticity and factors that support neuroplasticity will be addressed. Next, the malleability of the developing brain and the importance of early intervention for young children with ASD will be discussed. And finally, practical suggestions for caregivers and health-care professionals will be outlined including screening for early markers of autism spectrum disorder, encouraging active caregiver engagement in the intervention process, embedding intervention in natural environments, and using an integrated approach to early intervention.

Language Intervention Preschool through the Elementary Years: Edited by Marc E. Fey, Jennifer Windsor, and Steven F. Warren, Baltimore, MD: Paul H. Brookes, 1994. 416 pp.

Communication and language intervention is a relatively new discipline. The aim of this book is to highlight key issues facing speechlanguage pathologists who work with preschool and school-age children with language impairments, to evaluate proposed intervention approaches, and to document efficacy research supporting their use. The book is organized into three major sections, with each section divided into 12 chapters. Many of the chapters are written by authors recognized as experts in their respective areas. The first section focuses on inclusion of preschoolers in current discussions of language intervention efforts with school-age children. Marc Fey, Hugh Catts, and Linda Larrivee argue that, ultimately, attention must be given to designing interventions for young children that wi l l minimize the risk of later social and academic failure rather than focusing on existing symptoms of language impairment. Kevin Cole explores components of preschool curricula that may influence a preschool childs language development, including environmental factors, inclusion of typically developing peers, and instructional procedures, and he examines select curricula along these dimensions. The authors of both chapters stress that research is needed to determine which curricular models and intervention procedures wil l prove most effective for preschool-age children with language problems and that no one model or approach wil l likely be appropriate for all children.