Eileen Haebig
Louisiana State University
29 Papers
90 Citations
Eileen Haebig is an academic researcher from Louisiana State University. The author has contributed to research in topics: Autism & Autism spectrum disorder. The author has an hindex of 12, co-authored 26 publications. Previous affiliations of Eileen Haebig include Purdue University & University of Wisconsin-Madison.
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Papers
Brief report: parent verbal responsiveness and language development in toddlers on the autism spectrum.
TL;DR: Children who were minimally verbal at age 2½ benefited from parent comments that followed into the their focus of attention, whereas children who were verbally fluent did not demonstrate such a benefit.
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Statistical word learning in children with autism spectrum disorder and specific language impairment.
TL;DR: Underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development are examined, finding that children with SLI and children with ASD appear to have intact statistical learning, regardless of language status; however, fast-Mapping abilities differ according to broader language skills.
Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules
Eileen Haebig,Laurence B. Leonard,Patricia Deevy,Jeffrey D. Karpicke,Sharon L. Christ,Evan Usler,Evan Usler,Justin B. Kueser,Sofía M. Souto,Windi Krok,Christine Weber +10 more
TL;DR: Both typically developing children and children with developmental language disorder benefit from this type of retrieval procedure that requires contextual reinstatement through spacing in enhanced word learning and long-term retention of words.
Retrieval-Based Word Learning in Young Typically Developing Children and Children With Developmental Language Disorder I: The Benefits of Repeated Retrieval
Laurence B. Leonard,Jeffrey D. Karpicke,Patricia Deevy,Christine Weber,Sharon L. Christ,Eileen Haebig,Sofía M. Souto,Justin B. Kueser,Windi Krok +8 more
TL;DR: Word learning activities that include opportunities for repeated retrieval appear to significantly benefit retention relative to more traditional word learning activities.
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Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics
TL;DR: Clinically, updating and shifting abilities predicted lexical processing, demonstrating similarity in the mechanisms which underlie semantic processing in children with ASD, SLI, and typical development.
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