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Taylor LJ, Maybery MT, Grayndler L, Whitehouse AJ (2015) Evidence for shared deficits in identifying emotions from faces and from voices in autism spectrum disorders and specific language impairment. Int J Lang Commun Disord. 2015 Jul; 50(4): 452-66. Epub 2015 Jan 14.

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Article

Measures to Develop Vocabulary for Children 3-4 Years Old with Autism Spectrum Disorders in Inclusive Kindergarten School

1Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam


American Journal of Educational Research. 2018, Vol. 6 No. 5, 424-430
DOI: 10.12691/education-6-5-9
Copyright © 2018 Science and Education Publishing

Cite this paper:
Do Thi Thao, Bui Thi Lam. Measures to Develop Vocabulary for Children 3-4 Years Old with Autism Spectrum Disorders in Inclusive Kindergarten School. American Journal of Educational Research. 2018; 6(5):424-430. doi: 10.12691/education-6-5-9.

Correspondence to: Do  Thi Thao, Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam. Email: thaodt@hnue.edu.vn

Abstract

The research was accomplished with 40 teachers, who are teaching in inclusive kindergarten school in Hanoi in order to evaluate the reality of the degree of utilization and the effectiveness of vocabulary development of children 3 – 4 years old with autism spectrum disorders, which was conducted by teachers then propose some possible measures based on that. The result indicates that the teachers lack of flexibility in the use of the measures, particularly the coordination of measures; the measures have not focused on the vocabulary development but more about perception. From the reality, the research proposes seven measures of vocabulary development of children 3 – 4 years old with autism spectrum disorders focusing on games, providing meaningful situations, enhancing communication through the pictures, encouraging the interaction of children with their friends… Experimental result has shown that children make progress of vocabulary development in all the aspects (1) the ability to understand the meaning of words (2) the ability to apply the correct words into situations (3) the number of words which children can understand and speak. This demonstrates that the proposed measures have had a positive impact on the children.

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