Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.
Bachelor of Science (B.S.)
College of Health and Public Affairs
Communication Sciences and Disorders
Orlando (Main) Campus
Length of Campus-only Access
Hirn, Juliana L., "Receptive and Expressive Single Word Vocabulary Errors of Preschool Children with Developmental Disabilities" (2017). Honors Undergraduate Theses. 261.
Restricted to the UCF community until 11-1-2022; it will then be open access.