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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 – 16 of 16 1 A comparison of explicit and implicit interventions to teach a novel grammatical marking to children with language impairment Finestack, Lizbeth H.. - : University of Kansas, 2021 BASE Show details 2 Using Computerized Language Analysis to Evaluate Grammatical Skills Finestack, Lizbeth H.; Rohwer, Bobbi; Hilliard, Lisa... In: Lang Speech Hear Serv Sch (2020) BASE Show details 3 Linguistic Maze Production by Children and Adolescents With Attention-Deficit/Hyperactivity Disorder Bangert, Katherine J.; Finestack, Lizbeth H. In: J Speech Lang Hear Res (2020) BASE Show details 4 Evaluation of an Explicit Instructional Approach to Teach Grammatical Forms to Children With Low-Symptom Severity Autism Spectrum Disorder Bangert, Katherine J.; Halverson, Danneka M.; Finestack, Lizbeth H.. - : American Speech-Language-Hearing Association, 2019 Abstract: PURPOSE: Weaknesses in the use of grammatical forms may reduce the functional use of language for verbally expressive children with autism spectrum disorder (ASD) and exacerbate difficulties with academic and social skill development. This early efficacy study evaluated a combined explicit–implicit instructional approach to teach novel grammatical forms to children with ASD. METHOD: Seventeen children with ASD between the ages of 4 and 10 years who demonstrated weaknesses in expressive grammatical language completed 2 tasks, each targeting a different novel grammatical form. One form was a gender marking, which required the child to modify the verb if the sentence subject was a boy. The other form was a person marking, which required the child to modify the verb if the sentence subject was the 1st person, “I.” Each form was targeted using implicit-only instruction or combined explicit–implicit instruction. With implicit-only instruction, the examiner presented models and recasts of the targeted form. With explicit–implicit instruction, the examiner presented the rule guiding the form as well as models and recasts. Learning was assessed during each of 4 treatment sessions and after a 1-week delay in 2 contexts. RESULTS: For the gender target form, significantly more children reliably produced the target form with explicit–implicit instruction (χ(2) = 4.10, p = .04). For the person target form, the difference in instruction was not statistically significant. Task performance revealed a positive association with receptive language skills, but not age, nonverbal intelligence, or severity of autism-related behaviors for the person form. CONCLUSION: This study provides preliminary evidence that expressively verbal children with low-symptom severity ASD can successfully learn novel grammatical forms with intervention that comprises both explicit and implicit instruction. Keyword: Research Articles URL: http://www.ncbi.nlm.nih.gov/pubmed/30995120 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6802863/ https://doi.org/10.1044/2018_AJSLP-18-0016 BASE Hide details 5 Reporting Child Language Sampling Procedures Finestack, Lizbeth H.; Payesteh, Bita; Disher, Jill Rentmeester. - 2014 BASE Show details 6 Discriminating Down Syndrome and Fragile X Syndrome based on language ability* Finestack, Lizbeth H.; Sterling, Audra M.; Abbeduto, Leonard. - 2013 BASE Show details 7 Discriminating Down Syndrome and Fragile X Syndrome based on language ability* FINESTACK, LIZBETH H.; STERLING, AUDRA M.; ABBEDUTO, LEONARD... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2012) 1, 244-265 OLC Linguistik Show details 8 A preliminary evaluation of Fast ForWorld-Language as an adjuvant treatment in language intervention Fey, Marc E.; Finestack, Lizbeth H.; Gajewski, Byron J.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 53 (2010) 2, 430-449 BLLDB Show details 9 The handbook of child language disorders Edwards, Jan; Fletcher, Paul; Hook, Pamela E.. - New York : Psychology Press, 2009 BLLDB UB Frankfurt Linguistik Show details 10 Language development in individuals with fragile X syndrome Abbeduto, Leonard; Finestack, Lizbeth H.; Richmond, Erica K. In: Language, literacy, and genetic syndromes. - Hagerstown, Md. : Lippincott Williams & Wilkins (2009), 133-148 BLLDB OLC Linguistik Show details 11 Language Development in Individuals with Fragile X Syndrome Finestack, Lizbeth H.; Richmond, Erica K.; Abbeduto, Leonard. - 2009 BASE Show details 12 N400 responses of children with primary language disorder: intervention effects Popescu, Mihai; Fey, Marc E.; Lewine, Jeffrey D.. - 2009 BASE Show details 13 A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching Finestack, Lizbeth H.; Fey, Marc E.; Warren, Steven F.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 51 (2008) 2, 451-470 BLLDB OLC Linguistik Show details 14 Research and development in child language intervention : a five-phase model Fey, M.E.; Finestack, Lizbeth H. In: The handbook of child language disorders (New York, 2008), p. 513-531 MPI für Psycholinguistik Show details 15 Early effects of responsivity education-prelinguistic milieu teaching for children with developmental delays and their parents Bredin-Oja, Shelley L.; Fairchild, Martha; Fey, Marc E.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 3, 526-547 BLLDB OLC Linguistik Show details 16 Pronominal reference skills of second and fourth grade children with language impairment Catts, Hugh W.; Fey, Marc E.; Finestack, Lizbeth H. In: Journal of communication disorders. - New York, NY : Elsevier 39 (2006) 3, 232-248 BLLDB OLC Linguistik Show details

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