This study investigated the feasibility of a vocabulary-based teacher intervention to increase preschool teachers’ production of complement clauses (e.g. I wonder if we can put the monkey in the tree) in teacher–children play interactions. Using a multiple baseline across participants design we measured the impact of an intervention that promoted preschool teachers’ production of four complement clause verbs (CCVs)— figure out, notice, remember, wonder. Based on visual analysis we established a functional relation between the teacher intervention and the teachers’ production of the target CCVs produced with a complement clause. Asking teachers to increase their use of CCVs in verbal interactions with children is a promising approach to increase teacher complex syntax input in the preschool classroom.

中文翻译：

---

复杂句法输入：幼儿教师游戏互动中增加补语从句的个案调查

本研究调查了基于词汇的教师干预的可行性，以增加学前教师在师生游戏互动中补语从句的产生（例如，我想知道我们是否可以把猴子放在树上）。使用跨参与者设计的多个基线，我们测量了促进学前教师使用四个补语从句动词（CCV）——弄清楚、注意、记住、惊奇的干预措施的影响。基于视觉分析，我们在教师干预和教师使用补语子句生成目标 CCV 之间建立了函数关系。要求教师在与儿童的言语互动中增加 CCV 的使用是增加教师在学前课堂中复杂语法输入的一种有前途的方法。