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Showing all 7 results
Direct linkPetersen, Douglas B.; Brown, Catherine L.; Ukrainetz, Teresa A.; Wise, Christine; Spencer, Trina D. – Language, Speech, and Hearing Services in Schools, 2014
Purpose: The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method: A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal…
Descriptors: Autism, Pervasive Developmental Disorders, Personal Narratives, Intervention
Ukrainetz, Teresa A.; Ross, Catherine L.; Harm, Heide M. – Language, Speech, and Hearing Services in Schools, 2009
Purpose: This study examined 2 schedules of treatment for phonemic awareness. Method: Forty-one 5- to 6-year-old kindergartners, including 22 English learners, with low letter-name and first-sound knowledge received 11 hr of phonemic awareness treatment: concentrated (CP, 3x/wk to December), dispersed (DP, 1x/wk to March), and dispersed vocabulary…
Descriptors: Phonemic Awareness, At Risk Students, Kindergarten, Young Children
Ukrainetz, Teresa A. – Language, Speech, and Hearing Services in Schools, 2006
Purpose: This commentary responds to Justice's article on response to intervention (RTI) and evidence-based practice (EBP) for reading instruction. The educational changes brought about by RTI and EBP provide an opportunity as well as a challenge for speech-language pathologists (SLPs) to make fundamental changes in service delivery. Method: In…
Descriptors: Reading Instruction, Speech Language Pathology, Intervention, Reading Difficulties
Peer reviewedUkrainetz, Teresa A.; Fresquez, Elena F. – Language, Speech, and Hearing Services in Schools, 2003
A study examined the roles of 15 school speech-language pathologists (SLPs). The SLPs and resource teachers demonstrated similar types of language instruction. Oral language and speech were clearly specialty domains of the SLPs. The SLPs were also distinctive in terms of the instructional framework and service delivery structure. (Contains…
Descriptors: Delivery Systems, Elementary Education, Language Impairments, Native Language Instruction
Peer reviewedUkrainetz, Teresa A.; Harpell, Stacey; Walsh, Chandra; Coyle, Catherine – Language, Speech, and Hearing Services in Schools, 2000
This study examined dynamic assessment as a less biased evaluation procedure for assessing the language-learning ability of Native American young children (N=23) identified as either stronger or weaker language learners. Through a test-teach-test protocol, participants were taught principles of categorization. Results supported the further…
Descriptors: American Indians, Classification, Culture Fair Tests, Disability Identification
Peer reviewedUkrainetz, Teresa A.; Duncan, Deborah S. – Language, Speech, and Hearing Services in Schools, 2000
This article discusses the Peabody Picture Vocabulary Test-III (PPVT-III) and data that indicate children from 4 to 10 years of age are scoring, on average, 10 standard score points higher on the PPVT-III than on the PPVT-Revised. Clinical implications, including the identification of fewer children with the PPVT-III, are explored. (Contains…
Descriptors: Children, Diagnostic Tests, Disability Identification, Elementary Secondary Education
Peer reviewedUkrainetz, Teresa A. – Language, Speech, and Hearing Services in Schools, 1998
Introduces a notational system called pictography for temporarily preserving story content in interventions with children having language disorders. Children represent characters, settings, and action sequences with simple, stick-figure drawings. Benefits of narrative intervention are described, including facilitation of time sequence, increased…
Descriptors: Children, Freehand Drawing, Intervention, Language Impairments
