Zobrazeno 1 - 10
of 31
pro vyhledávání: '"Andrea Barton-Hulsey"'
Autor:
MaryAnn Romski, Rose A. Sevcik, Andrea Barton-Hulsey, Evelyn Fisher, Marika King, Phebe Albert, Gal Kaldes, Casy Walters
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionYoung children with Down syndrome (DS) present with speech and language impairments very early in childhood. Historically, early language intervention for children with DS included manual signs, though recently there has been an interest
Externí odkaz:
https://doaj.org/article/cc374222e7ad443282ec04dbe0fdd5ea
Publikováno v:
Autism and Developmental Language Impairments, Vol 5 (2020)
Background and aims Males with fragile X syndrome display many behavioral features of autism spectrum disorder. Despite this overlap, our understanding of autism spectrum disorder symptoms and severity in fragile X syndrome is limited due to variatio
Externí odkaz:
https://doaj.org/article/87dd4624575c43329ecd6f56e56cdfca
Autor:
Juan Bornman, MaryAnn Romski, Kerstin Tonsing, Rose Sevcik, Robyn White, Andrea Barton-Hulsey, Refilwe Morwane
Publikováno v:
South African Journal of Communication Disorders, Vol 65, Iss 1, Pp e1-e9 (2018)
Background: South African speech-language therapists have identified the need for culturally valid and sensitive assessment tools that can accommodate multiple languages and cover a reasonable age range. The Mullen Scales of Early Learning (MSEL) ext
Externí odkaz:
https://doaj.org/article/9f8eeddde0c54ce3bbbabdedb3315705
Publikováno v:
Perspectives of the ASHA Special Interest Groups. 7:1585-1605
Purpose: Literacy instruction at home and in school, in addition to child speech and language ability, plays an essential role in reading development. The relationship between these factors in children with developmental disabilities during preschool
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::991c0ec96f05ad26fe328e77e9f35942
https://doi.org/10.1044/2022_persp-22-00026
https://doi.org/10.1044/2022_persp-22-00026
Publikováno v:
Advances in Neurodevelopmental Disorders. 6:426-441
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cdf894c706da7728d0f4c197d5ae989c
https://doi.org/10.1007/s41252-022-00303-4
https://doi.org/10.1007/s41252-022-00303-4
Publikováno v:
Augmentative and Alternative Communication. 38:245-255
Unstructured play on playgrounds is beneficial to children's development, but children with disabilities are often unable to use playgrounds in the same ways as their peers without disabilities. No research to date has focused exclusively on the play
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::08db2f87cf92643ff6144c1225bf18d3
https://doi.org/10.1080/07434618.2022.2155874
https://doi.org/10.1080/07434618.2022.2155874
Autor:
Rose A. Sevcik, Andrea Barton-Hulsey, Susan Bruce, Amy Goldman, Bill T. Ogletree, Diane Paul, MaryAnn Romski
Publikováno v:
Intellectual and Developmental Disabilities. 60:416-425
Communication infuses all dimensions and stages of life, influencing one's self-determination and quality of life. A number of empirical studies have demonstrated that people with severe disabilities continue to develop communication and language ski
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db292e31bdbd2e6e877fc1169fe6663d
https://doi.org/10.1352/1934-9556-60.5.416
https://doi.org/10.1352/1934-9556-60.5.416
Autor:
Michelle C. S. Therrien, Elizabeth E. Biggs, Andrea Barton-Hulsey, Sara C. Collins, Mollie Romano
Publikováno v:
Augmentative and alternative communication (Baltimore, Md. : 1985).
The closure of schools and healthcare facilities across the United States due to COVID-19 has dramatically changed the way that services are provided to children with disabilities. Little is known about how children who use augmentative and alternati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8013e57759c300a328e397edbe2407cf
https://pubmed.ncbi.nlm.nih.gov/36285725
https://pubmed.ncbi.nlm.nih.gov/36285725
Autor:
Susan J. Loveall, Andrea Barton-Hulsey
Publikováno v:
Seminars in Speech and Language. 42:330-344
Though children with Down syndrome can learn to read, they may have difficulty developing some component skills, including phonological awareness and word decoding. Given reading's foundation in language, speech-language pathologists (SLPs) should pl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0bfbc76fdad07043a99e2859a3627533
https://doi.org/10.1055/s-0041-1730991
https://doi.org/10.1055/s-0041-1730991
Publikováno v:
Seminars in Speech and Language. 42:345-362
Children with Down syndrome and children with autism spectrum disorder have a range of speech abilities during preschool that impacts access to both language and literacy instruction. It is the responsibility of the speech-language pathologist to adv
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::842c234f415c8e21edfeb0d89aa963b0
https://doi.org/10.1055/s-0041-1730996
https://doi.org/10.1055/s-0041-1730996