PrAACtical Thinking PrAActical Research on PResuming Competence

Published on June 25th, 2013 | by Robin Parker

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PrAACtical Research on Presuming Competence

We love PrAACtical research that involves intervention that presumes competence.  In this post, we bring you an article by Drs. Anne Emerson and Jackie Dearden on how adopting a ‘full’ language approach and presuming competence can result in increased understanding of complex language and literacy skills.   (Emerson & Dearden, 2013).  They discuss the role of adopting a ‘minimal’ vs ‘full’ language teaching approach. 

Checkout the Sage Journals online abstract here:   The effect of using ‘full’ language when working with a child with autism: Adopting the ‘least dangerous assumption’   

Emerson, A., & Dearden, J. (2013). The effect of using ‘full’ language when working with a child with autism: Adoptingthe ‘least dangerous assumption. Child Language Teaching & Therapy29(2), 233-244. doi: 10.1177/0265659012463370

Perception drives expectation

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About the Author

Robin Parker

Robin Parker Robin Parker is a professor of speech language pathology who has loved supporting the communication and language of children and adults with autism spectrum disorders for more than 20 years. One of her professional passions is spreading the word about PrAACtical AAC. “Alone we can do so little, together we can do so much." Helen Keller

2 Responses to PrAACtical Research on Presuming Competence

  1. Laura says:

    Thanks for sharing this, looking forward to reading the full article.

  2. Pingback: The Evidence-Based Research Behind Speak for Yourself - Speak For Yourself

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