The current study examined the effects of language instruction with two preschool age students who are English language learners who have developmental delays using the incidental teaching method. Language targets were randomly chosen according to the language level of each student and the targets were either in Spanish (L1) or English (L2). The students were in a special education classroom and researchers worked with them one-on-one, using the natural learning environment to teach and to better implement learning objectives. Targets were withheld during play and students had to mand, tact, or use intraverbal skills to receive the item. Their reward was the object they desired after they manded, tacted, or used intraverbal language. The experimental effects were measured using a single case, repeated acquisition design. The intervention was maintained for five months. The results indicated that acquisition of English (L2) is acquired faster after Spanish (L1) has been appropriately taught. Implications for further research are discussed.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Gardner, Eliza Racquel, "Language Acquisition with English Language Learners Who Have Developmental Delays" (2017). Theses and Dissertations. 6725.
single case, language acquisition, vocabulary, English language learners, developmental delays