Author ORCID Identifier
https://orcid.org/0009-0006-3891-6913
Date Available
5-2-2025
Year of Publication
2025
Document Type
Master's Thesis
Degree Name
Master of Science (MS)
College
Education
Department/School/Program
Early Childhood, Special Education, and Counselor Education
Faculty
Dr. Channon Horn
Faculty
Dr. Justin Lane
Abstract
The purpose of this study is to parallel naturalistic instructional contexts that often occur during caregiver-child interactions (e.g., one-to-one arrangement during play) to learn more about how children respond when prompting is introduced compared to responsive interaction strategies alone or with environmental arrangement strategies. This exploratory study was designed to evaluate the potential differential effects within an ATD, comparing RI alone, RI + EA, and RI + MP on joint engagement, communication acts, and interfering behaviors. This study is ongoing and lacks results for communication acts. Preliminary results supported and contradicted aspects of the hypothesis: joint engagement would occur at relatively high sustained rates, and interfering behaviors would occur at low levels or none across all conditions (hypothesized outcomes for communication acts are omitted for the remainder of
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.132
Recommended Citation
Abate, Olivia R., "Influence of Naturalistic Language Intervention on Child Communication and Engagement" (2025). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 170.
https://uknowledge.uky.edu/edsrc_etds/170
