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Showing all 6 results
Direct linkMills, Paulette E.; Beecher, Constance C.; Dale, Philip S.; Cole, Kevin N.; Jenkins, Joseph R. – Journal of Early Intervention, 2014
Play is a significant aspect of preschool curricula. We report two studies that examine the effects of play-related variables: length of free play, type of language instructional approach, degree of structure of free play, and amount of teacher involvement in communication with peers. For each study, we target three dependent variables: rate of…
Descriptors: Play, Peer Relationship, Ecology, Preschool Education
Cole, Kevin N.; Mills, Paulette E.; Jenkins, Joseph R.; Dale, Philip S. – Journal of Early Intervention, 2005
In a previous study of the differential effects of contrasting early intervention programs on later social behavior (Mills, Cole, Jenkins, & Dale, 2002), we found no differences in self-report of juvenile delinquency at age 15 for children enrolled in direct instruction and child-directed models. These results disconfirmed the conclusion of…
Descriptors: Early Intervention, Social Behavior, Social Differences, Social Development
Cole, Kevin N.; Mills, Paulette E.; Jenkins, Joseph R.; Dale, Philip S. – Journal of Early Intervention, 2005
In a previous study of the differential effects of contrasting early intervention programs on later social behavior (Mills, Cole, Jenkins, & Dale, 2002), we found no differences in self-report of juvenile delinquency at age 15 for children enrolled in direct instruction and child-directed models. These results disconfirmed the conclusion of…
Descriptors: Early Intervention, Social Behavior, Social Differences, Social Development
Peer reviewedMcCabe, Joan Roth; Jenkins, Joseph R.; Mills, Paulette E.; Dale, Philip S.; Cole, Kevin N. – Journal of Early Intervention, 1999
A study examined the effects of play-group composition (segregated or integrated) and category of play materials (functional, constructive, or dramatic) on cognitive level of play and language use of 24 preschool children with developmental disabilities. There were no effects for play-group composition, but category of play materials significantly…
Descriptors: Cognitive Development, Communication Skills, Groups, Instructional Materials
Peer reviewedMcCabe, Joan Roth; Jenkins, Joseph R.; Mills, Paulette E.; Dale, Philip S.; Cole, Kevin N.; Pepler, Linda – Journal of Early Intervention, 1996
Two experiments examined effects of play group composition (segregated or integrated), type of play materials, and group size (2 or 4 children) on language use of 24 preschool children with disabilities. Group composition and type of play materials had no significant effects. Group size had a significant multivariate effect on utterance rate and…
Descriptors: Disabilities, Group Structure, Interpersonal Communication, Language Acquisition
Peer reviewedCole, Kevin N.; And Others – Journal of Early Intervention, 1996
Two studies compared the relative effectiveness of a developmentally based language facilitation program, a direct language facilitation program, or a combined developmental/direct program for 52 preschool children with disabilities. Both studies indicated that no program was better overall. Differential effects of the interventions could be…
Descriptors: Disabilities, Early Intervention, Individual Differences, Instructional Effectiveness
