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스콜라Purpose: This study investigated the effects of embedded tact discrete trial teaching into play on independent tact. Method: Two young children aged 5~6 years old with language delays participated in the study. The embedded tact instruction into play ...
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RISS 인기검색어
놀이 상황에 삽입된 택트 교수가 언어발달지체 유아의 택트 행동에 미치는 효과 = The Effects of Embedded Tact Instruction during Play on Young Children with Language Delays
한글로보기https://www.riss.kr/link?id=A108044673
- 저자
- 발행기관
- 학술지명
- 권호사항
-
발행연도
2022
-
작성언어
Korean
-
주제어
verbal behavior ; tact ; embedded tact instruction ; language delay ; 언어행동 ; 택트 ; 놀이에 삽입된 택트 교수 ; 언어발달지체
-
등재정보
KCI등재후보
-
자료형태
학술저널
-
수록면
217-233(17쪽)
-
KCI 피인용횟수
0
- 제공처
-
0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
Purpose: This study investigated the effects of embedded tact discrete trial teaching into play on independent tact. Method: Two young children aged 5~6 years old with language delays participated in the study. The embedded tact instruction into play was implemented, and the effects of the intervention were evaluated using a multiple baseline across behaviors design. Results: The results indicated that the children acquired tacts quickly as the instruction was provided, and the effects were maintained after removing the intervention. In addition, the children’s tacts were generalized in the noninstructional setting. Conclusion: This study demonstrated that the embedded tact instruction during play was effective for young children with language delays.
Purpose: This study investigated the effects of embedded tact discrete trial teaching into play on independent tact. Method: Two young children aged 5~6 years old with language delays participated in the study. The embedded tact instruction into play was implemented, and the effects of the intervention were evaluated using a multiple baseline across behaviors design. Results: The results indicated that the children acquired tacts quickly as the instruction was provided, and the effects were maintained after removing the intervention. In addition, the children’s tacts were generalized in the noninstructional setting. Conclusion: This study demonstrated that the embedded tact instruction during play was effective for young children with language delays.
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