Published on June 25th, 2013 | by Robin Parker1
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 & Therapy, 29(2), 233-244. doi: 10.1177/0265659012463370