Dr. Spencer is the director of Juniper Gardens Children's Project and professor at the University of Kansas. She is affiliated with the Applied Behavioral Science and Speech-Language-Hearing Sciences departments.
Contributions
These are Reading Tiered Fidelity Inventory (R-TFI) scores at pre and posttest from schools in treatment and control conditions. Interview responses from 4 SLPs serving the 5 schools in the treatment condition regarding adoption and implementation.
Purpose: This study examined the real-world implementability of Story Champs Curriculum–First Grade (SCC-1), a multitiered structured literacy program for language, within an ongoing research-practice partnership (RPP).
Early language skills are critical to students’ later reading comprehension and writing. As they progress through school, the complexity of language they need to understand and use increases, suggesting that young children can leverage oral language resources to acquire literacy and knowledge.
These are the total scores for each of the participants' listening and reading retells across baseline, intervention, and post-intervention conditions.
Some children with autism may require additional supports to meet academic expectations for comprehension. Oral narration, which is linked to listening and reading com-prehension, may be a viable approach.
These are the data for story grammar scores and number of different symbols used that resulted from the AAC narrative intervention. They are organized according to multiple baseline across participants design and pseudonyms are used instead of children's names.
In research, augmentative and alternative communication (AAC) interventions have primarily focused on teaching children to make requests (Logan et al., 2017); however, AAC intervention should not stop there.
Narrative language samples elicited using the ALPS Oral Narrative Retell and Oral Narrative Generation tasks from diverse K-3 students. The tworaters data set was drawn randomly from the larger corpus of narrative language samples.
Narrative language samples elicited using the ALPS Oral Narrative Retell and Oral Narrative Generation tasks from diverse K-3 students. The training data set was drawn randomly from the larger corpus of narrative language samples.
Narrative language samples elicited using the ALPS Oral Narrative Retell and Oral Narrative Generation tasks from diverse K-3 students. The test data set was drawn randomly from the larger corpus of narrative language samples.
