Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Scruggs, T. E.
Right arrow Articles by Kavale, K. A.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Scruggs, T. E.
Right arrow Articles by Kavale, K. A.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Early Language Intervention

A Quantitative Synthesis of Single-Subject Research

Thomas E. Scruggs

Purdue University

Margo A. Mastropieri

Purdue University

Steven R. Forness

University of California, Los Angeles

Kenneth A. Kavale

The University of Iowa

Twenty single-subject investigations on early language interventions were reviewed. Treatments included direct reinforcement of verbalization and various training procedures including mand-model and time delay, and have generally been successful. Quantitative synthesis procedures utilizing a percentage of non-overlapping data outcome metric suggested that specific generalization training procedures were associated with stronger outcomes than were "train and hope" methods or assessments of spontaneous generalization. Implications for training and future research are discussed.

The Journal of Special Education, Vol. 22, No. 3, 259-283 (1988)
DOI: 10.1177/002246698802200301
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Emotional and Behavioral DisordersHome page
Tran Nguyen Templeton, R. S. Neel, and E. Blood
Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders
Journal of Emotional and Behavioral Disorders, December 1, 2008; 16(4): 226 - 239.
[Abstract] [PDF]

Home page
 Behav ModifHome page
T. E. Scruggs and M. A. Mastropieri
Summarizing Single-Subject Research: Issues and Applications
Behav Modif, July 1, 1998; 22(3): 221 - 242.
[Abstract] [PDF]