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Start Over Author "Quin, Paul E." Topic communication disorders
3 results on '"Quin, Paul E."'

1. Children's Language Institute Preschool Placement Test (CLIPPT).

Author

Children's Language Inst., Ludlow, MA. and Quin, Paul E.

Abstract

The Children's Language Institute Preschool Placement Test (CLIPPT) identifies children, aged 2.6 to 4 years, with mild to moderate language/learning deficits, to determine which children would benefit from a language intervention preschool program. The test is presented in three sections: (1) the Informational Manual which provides theoretical and statistical information on standardization, administration, scoring, and materials necessary to administer the test, and lists guidelines for successfully testing the young child and for keeping young children on task; (2) the Procedural Manual which is to be used with the Test Record Form during administration; and (3) the Test Record Form which is used to document single item responses, along with worksheets for score analysis and interpretation. The CLIPPT evaluates language processing and production in the areas of pronouns, prepositions, color recognition, adjectives, personal data, semantics and expressive language, following directions, body parts vocabulary, morphology, story narration, pragmatics, numeration, irregular verbs, and two-step directions. Phase I provides a quick instrument to identify preschoolers with language impairment, regardless of degree. Phase II is administered to students who fail Phase I and is used to more clearly delineate those who are "at risk" for developing debilitating language/learning problems from those with more severe language impairments. (JDD)

Published
1986

2. A Classroom-Home Language Intervention Program for Preschool Children 'At Risk' for Language/Learning Disabilities.

Author

Children's Language Inst., Ludlow, MA. and Quin, Paul E.

Abstract

The Children's Language Institute Preschool Project developed a successful classroom-home language intervention program for mildly to mildly-to-moderately language-impaired preschool children. An overview of the project, its rationale, and its results in terms of positive change in families and children are described. This volume is designed to assist others in replicating the project in public settings, and contains the following chapters: "The Pragmatics Revolution: The Theoretical Basis for Moving Therapy from the Clinic Cubicle to the Classroom," (Judith Bergman); "Selecting the Population," (Bergman); "Social and Emotional Development of the Preschool Child," (Barbara Zellan); "Interacting with Preschool Children in Groups: Guidelines for Understanding and Managing Behaviors," (Mary Ann Gianni); "Preparing the Preschool Classroom: The Use of Space, Furniture and the Arrangement of Learning Materials," (Gianni); "Choreographing Language Therapy in the Preschool Classroom," (Bergman); "Guidelines for Implementing the Parent Home Visit and Support Programs," (Zellan and Bergman); and "Results of the Project: Positive Change in Families and Children," (Quin, Bergman, Zellan). Approximately 200 sample lesson plans are provided to illustrate specific examples of the integration of language remediation targets into preschool activities. The lesson plans focus on structured language lessons, arts and crafts, circle time activities, cooking, music, science, story time, theme areas, and theme days and weeks. (JDD)

Published
1986

3. Preschool Project. Third Year Program. Summative Report.

Author

Children's Language Inst., Ludlow, MA. and Quin, Paul E.

Abstract

This final report summarizes the activities and findings of a research project which developed a model program for preschoolers "at risk in language." A total of 22 children, including 17 children "at risk" and 5 peers, participated in the program; the children served by the project showed increased facility with language in the form of improved test scores for language processing, oral expression, and other language skills. The program components included an enriched preschool environment emphasizing language remediation, home visits by a speech-language pathologist, support group meetings, workshops, parent consultation, and dissemination activities. The program also provided consultation to public school personnel and followup services for program participants as they were mainstreamed into public schools. Several language evaluation instruments were administered and analyzed in the project's efforts to develop and standardize the "Children's Language Institute Preschool Placement Test." Another component of the project was the development of a model program for replication in public settings; the model program was published as "A Classroom-Home Language Intervention Program for Preschool Children 'At Risk' for Language/Learning Disabilities." Appendices to the report contain newspaper articles about the project, the final social service report, and materials from a project-sponsored workshop. (JDD)

Published
1987

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