Effects of a Picture Racetrack Game on the Expressive Vocabulary of Deaf Preschoolers
Bibliographic Data
| ID | 15017264 |
|---|---|
| Authors | Carrie A Davenport (0000-0002-2130-5757, The Ohio State University), Sheila R Alber-Morgan, Sheila R Alber‐Morgan (0000-0001-8611-1710, The Ohio State University, corresponding author), Shannon Clancy (0000-0003-2779-0746, The Ohio State University), Shannon M Clancy, Michael P Kranak (0000-0001-9697-3701, Western Michigan University) |
| Year | 2017 |
| Volume | 22 |
| Issue | 3 |
| Pages | 326-335 |
| Publication date | 2017-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/enx015 |
| PMID | 28520991 |
| OpenAlex | W2614602979 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
This study examined the effects of a picture racetrack game on the acquisition, maintenance, and generalization of picture labeling for 2 preschool students who are deaf. The game consisted of placing photographs representing individualized target vocabulary around a racetrack board and prompting the participant to sign each photo. A multiple baseline design across picture sets demonstrated that playing the picture racetrack game was functionally related to acquisition of vocabulary to 100% mastery on at least 3 consecutive sessions for each participant. Additionally, both participants maintained most of the vocabulary they acquired for at least 4 weeks after intervention, and they generalized picture labeling to a different presentation mode (i.e., a photo album).
Cognitive psychology · Developmental psychology · Generalization · Intervention (counseling) · Linguistics · Mathematics education · Multiple baseline design · Sign language · Teaching method · Vocabulary · Vocabulary development · Hearing Impairment and Communication · Hearing Loss and Rehabilitation · Psychology · Tactile and Sensory Interactions
Language of Early- and Later-identified Children With Hearing Loss
Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing
Academic Status of Deaf and Hard-of-Hearing Students in Public Schools
Reading and Spelling Abilities of Deaf Adolescents With Cochlear Implants and Hearing Aids
Effects of a Word-Learning Training on Children With Cochlear Implants
Word and World Knowledge Among Deaf Learners With and Without Cochlear Implants
Paying attention to language
| Citations per year | 0.14 |
|---|---|
| Citation span | 2019 - 2019 (1) |
| Highly cited | No |