ABA has demonstrated utility with a number of populations. One population that has had limited research devoted toward them is neurotypical adults. While there is much research on job satisfaction and what causes employees to be unhappy (mostly miscommunication), there is little research that explores what can be done to change the lack of satisfaction in the workplace. Through surveys designed to assess a variety of participants’ levels of expressive language and psychological flexibility, this study aims to determine if there are statistically signification relationships between expressive language abilities, psychological flexibility, and job satisfaction. This study found that there are statistically significant, positive correlations between job satisfaction, relational responding rates, and psychological flexibility. Additionally, this study explores potential treatment and trainings to combat employee dissatisfaction in the workplace.

This study used the largest and youngest cohort of hearing impaired (HI) children to investigate the effect age at implantation had on the trajectories of expressive and receptive language, and externalizing behavior problems. In addition, the temporal relationship between language and externalizing behavior problems was examined in children implanted before and after the age of 2. Univariate latent difference score analyses were conducted to test the effect of age at implantation on each trajectory and bivariate difference score analyses were conducted to test the temporal effect between language and externalizing behavior problems. Results showed that age at implantation had an effect on the initial level and growth of expressive and receptive language trajectory and an effect on the initial level of externalizing behavior problems. Expressive language was found to have an influence on the changes in externalizing behavior problems for both groups, children implanted before and after the age of 2. However, the relationship between receptive language and externalizing behavior problems differed between the two age groups. The effect was bidirectional for the younger group but unidirectional for the older group, with externalizing behavior problems influenced the change in receptive language. Future research and potential interventions to improve behavior difficulties in deaf children are discussed.

The purpose of this study was to assess the differential effects of grammatical and telegraphic input on word learning and language productivity in children with expressive language delays. Two case studies are presented. In Study 1, the participant received focused stimulation treatment over eight sessions. Type of language input (i.e. telegraphic or grammatical) was alternated across sessions. In Study 2, the participant received focused stimulation treatment over 16 sessions divided into two eight-session phases. Language input was alternated across phases. Participant characteristics limited definitive conclusions regarding word learning. Productive language differences during treatment sessions were observed for both participants. Participant 1, who entered treatment with a larger vocabulary and spontaneous production of some word combinations, demonstrated a higher mean length of utterance in words (MLUw) in more of the sessions under the grammatical condition. Participant 2, who demonstrated severe deficits in speech intelligibility, imitated the clinician more often in the telegraphic sessions. Results support the need for improved systematic study of language input variables in treatment as well as the careful selection of language input protocols based on initial client abilities and treatment outcome goals. / text

Young children with expressive language delay often present with limited vocabulary and reduced length of utterance. In consideration of the relationship between vocabulary and grammar, intervention that targets vocabulary may also result in improved syntax development. This study investigated whether a hybrid approach to verb-focused vocabulary intervention would result in improvements in increased use of target words, increased expressive vocabulary and/or increased sentence length. Four participants, aged two years nine months to three years six months participated in an intervention program that targeted vocabulary, specifically verbs. Number of target verbs, number of different words (NDW) used and mean length of utterance (MLU) were measured in baseline, intervention and post-intervention phases. Results indicated that all participants had increased use of targeted words and increased NDW. The majority of participants also had increased MLU. These findings suggest that verb-focused vocabulary intervention has the potential to have broad effects on the language skills of young children with expressive language delay. Further research is warranted to determine whether similar results would be found in a larger cohort. The study also raises questions around choice of intervention targets and intervention approaches for young children with expressive language delay.

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The association between receptive language skills and reading comprehension has been established in the research literature. Even when the importance of receptive skills for reading comprehension has been strongly supported, in practice lower levels of skills tend to go unnoticed in typically developing children. A potentially more visible modality of language, expressive skills using speech samples, has been rarely examined despite the longitudinal links between speech and later reading development, and the connections between language and reading impairments. Even fewer reading studies have examined expressive skills using a subgroup of speech samples – narrative samples – which are closer to the kind of language practitioners can observe in their classrooms, and are also a rich source of linguistic and discourse-level data in school-aged children. This thesis presents a study examining the relationship between expressive language skills in narrative samples and reading comprehension after the first two years of formal reading instruction, with considerable attention given to methodological and developmental issues. In order to address the main methodological issues surrounding the identification of the optimal linguistic indices in terms of reliability and the existence of developmental patterns, two studies of language development in oral narratives were carried out. The first of the narrative language studies drew data from an existing corpus, while the other analysed primary data, collected specifically for this purpose. Having identified the optimal narrative indices in two different samples, the main study examined the relationships between these expressive narrative measures along with receptive standardised measures, and reading comprehension in a monolingual sample of eighty 7- and 8-year-old children attending Year 3 in the UK. Both receptive and expressive oral language skills were assessed at three different levels: vocabulary, grammar and discourse. Regression analyses indicated that, when considering expressive narrative variables on their own, expressive grammar and vocabulary, in that order, contributed to explain over a fifth of reading comprehension variance in typically developing children. When controlling for receptive language however, expressive skills were not able to account for significant unique variance in the outcome measure. Nonetheless, mediation analyses revealed that receptive vocabulary and grammar played a mediating role in the relationship between expressive skills from narratives and reading comprehension. Results and further research directions are discussed in the context of this study’s methodological considerations.

Four young children who were learning English as a second language were observed during their participation in an English Language Development class in a school in the North Texas area. Demographic data and checklists were used to describe progress in expressive language and the key vocabulary approach to beginning literacy as adapted by Trietsch and Monk. Data from the interviews with the classroom teachers of the subjects and anecdotal records were used to describe the interaction of the subjects with other English-speaking children and adults. Comparisons were made between progress in writing the key vocabulary and progress in expressive language and between progress in writing the key vocabulary and the progress of interaction with other English-speaking children and adults. The subjects progressed in literacy in English as a second language while learning English as a second language.

The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of phonological processing for school-age children with mild intellectual disabilities (MID). The second goal was to determine the relationship between the components of phonological processing and expressive and receptive language ability. The participants were 222 school-age children identified by their schools as having MID. Confirmatory factor analysis was utilized to determine the structure of phonological processing. The results indicated that a model with one phonological awareness factor and one naming speed factor explained the data better than competing models with a single latent factor or more than two latent factors. There was a negative significant relationship between phonological processing and naming speed. There were positive bivariate relationships between phonological processing and expressive and receptive language. There were negative bivariate relationships between naming speed and expressive and receptive language. These results are consistent with other research findings with typically developing children, indicating a similarity in the relationships between phonological process and language for children with MID. Theoretical and instructional implications are discussed.

Research has demonstrated a close relationship between verbal short-term (STM) and working memory (WM) and receptive language in children (Baddeley, Gathercole, & Papagno, 1998; Ellis & Sinclair, 1996). Few studies have examined the relationship between memory and language production, and these studies focus on STM only. Though correlations have been found between verbal STM and production, the nature of the correlations are unclear. The current study examined the possibility that receptive language mediates the relationship between memory and language production. Children between 3;0 and 5;11 were administered tests assessing receptive vocabulary, receptive grammar, expressive vocabulary, verbal STM, and verbal WM. Additionally, transcripts from free-play sessions were used to assess grammar production. A regression based analytic approach revealed STM and WM mediate the relationship between receptive language and productive language. The existence of these mediated relationships are discussed in relation to the role of working memory in the speech output buffer.

Current research indicates that parents of children with developmental disabilities experience more parental stress than parents of typically developing children, yet most are able to successfully cope with the additional care giving demands. There has been little research however, on the role of the communication ability of children with developmental disabilities on parental stress. This study examined the effects of a parent-implemented language intervention on parental stress and its relation to parental perceptions of communication development in young toddlers (N = 59) and their parents. Results indicate that parent stress did not decrease significantly following language intervention. Parents’ perceptions about the severity of their child’s communication deficits partially mediated the relationship between expressive language at baseline and parent stress at post-intervention. In addition, exploratory results begin to support the idea that parents who are initially high in parent stress are able to decrease their overall parent stress following language intervention.