Child Language Teaching and Therapy

 

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Child Language Teaching and Therapy, Vol. 2, No. 2, 180-209 (1986)
DOI: 10.1177/026565908600200205

Language learning: moving performance from a context-dependent to -i ndependent state

Lesley B. Olswang

University of Washington

Barbara A. Bain

University of Montana

Pamela D. Rosendahl

University of Washington

Susan B. Oblak

University of Washington

Alice E. Smith

University of Montana

Static and dynamic assessment procedures were used to determine actual and potential levels of functioning for two preschool language-impaired children at the single-word stage of development. The information obtained from both types of assessment was used to predict the children's onset and rate of correct performance in a context-dependent situation (i.e. treatment) and a context-independent situation (i. e. generalization). Results of this study provide preliminary direction to clinicians as they decide who should receive direct treatment and how best to monitor learning during the therapy process.


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