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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 – 10 of 10 1 A Comparative Study on Learner's Dictionaries Yu, Pingfang; Du, Jiali; Zhang, Kelei. - : The Commercial Press, 2016 BASE Show details 2 English as a lingua franca and its educational impact in Asia Kirkpatrick, Andy. - : Cambridge University Press, 2016 BASE Show details 3 Actors and agency in academic language policy and planning Gurney, Laura; Fenton-Smith, Ben. - : Routledge, 2016 BASE Show details 4 Individualized assessment of prelinguistic communication Brady, Nancy C.; Keen, Deb. - : Springer Singapore, 2016 BASE Show details 5 Introduction to Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum Keen, Deb; Meadan, Hedda; Brady, Nancy C.. - : Springer Singapore, 2016 BASE Show details 6 Standardized assessment of prelinguistic communication Trembath, David; Iacono, Teresa. - : Springer Singapore, 2016 BASE Show details 7 Parent involvement in communication interventions Meadan, Hedda; Keen, Deb. - : Springer Singapore, 2016 BASE Show details 8 Translating research to practice in prelinguistic communication Keen, Deb; Paynter, Jessica M.; Trembath, David; Simpson, Kate. - : Springer Singapore, 2016 Abstract: Implementation of evidence-based intervention practices into every day settings in the community has been a serious challenge for researchers in the field of autism spectrum disorder (ASD). There is general agreement that a gap exists between research and practice and that this must be broached if we are to achieve the best possible outcomes for individuals with ASD. This gap is all too evident in the sub-group of prelinguistic communicators with ASD who may be even more likely to receive experimental approaches as they fail to respond to interventions that have proven effective for other sub-groups of children. In this chapter, we explore the research-to-practice gaps associated with implementing interventions for individuals who have not progressed past the prelinguistic stage of development. In so doing, we consider the need to support professionals to engage in data-driven decision making and to provide parent and professional education that increases knowledge and use of evidence-based practices. We detail how this alone is insufficient, with unproven and disproven practices persisting in the community, despite research evidence that they are ineffective. The spread of misinformation, particularly via the internet, can be powerful and persuasive and research is needed to better understand how the use of these unhelpful practices can be prevented. Recommendations for future research into the implementation of interventions for prelinguistic communicators with ASD are discussed. ; Arts, Education & Law Group, School of Education and Professional Studies ; Full Text Keyword: Applied Linguistics and Educational Linguistics URL: https://doi.org/10.1007/978-981-10-0713-2_11 http://hdl.handle.net/10072/143027 BASE Hide details 9 Chinese learners' perceptions towards teachers' language use in lexical explanations: A comparison between Chinese-only and English-only instructions Tian, L; Hennebry, M. - : Elsevier, 2016 BASE Show details 10 Expressionist Analysis Of Wilfred Owen's Poems: Anthem For Doomed Youth, Dulce Et Decorum Est, A Terre, Futility And Strange Meeting Kousar, R; Sarfraz, N; Qasim, K. - : International Journal of English and Education, 2016 BASE Show details

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