scholarly journals Early Language Intervention with Infants with Mental Retardation in the Prelinguistic Period. From the Viewpoint of Individual Differences in the Process of Language Acquisition.

1995 ◽  
Vol 36 (2) ◽  
pp. 306-314
Author(s):  
Tadashi Koyama ◽  
Yoko Jindo
Keyword(s):  
Mental Retardation ◽  
Individual Differences ◽  
Language Acquisition ◽  
Language Intervention ◽  
Early Language ◽  
Early Language Intervention

scholarly journals The Longitudinal Effects of Early Language Intervention on Children's Problem Behaviors

2017 ◽  
Vol 90 (2) ◽  
pp. 576-592 ◽  
Author(s):  
Philip R. Curtis ◽  
Ann P. Kaiser ◽  
Ryne Estabrook ◽  
Megan Y. Roberts
Keyword(s):  
Problem Behaviors ◽  
Language Intervention ◽  
Early Language ◽  
Longitudinal Effects ◽  
Early Language Intervention

Early Language Intervention with Handicapped Children

1980 ◽  
Vol 8 (2) ◽  
pp. 48-63 ◽  
Author(s):  
Sandra Bochner ◽  
Penny Price ◽  
Linda Salamon ◽  
Mary Ann Brownell
Keyword(s):  
Language Intervention ◽  
Early Language ◽  
Handicapped Children ◽  
Early Language Intervention

Symbol Vocabulary and the Focus of Conversations

1992 ◽  
Vol 35 (6) ◽  
pp. 1333-1343 ◽  
Author(s):  
Lauren B. Adamson ◽  
Mary Ann Romski ◽  
Kim Deffebach ◽  
Rose A. Sevcik
Keyword(s):  
Mental Retardation ◽  
Language Use ◽  
Language Disability ◽  
Spoken Language ◽  
Language Intervention ◽  
Intervention Programs ◽  
Severe Mental Retardation ◽  
Early Language ◽  
Speech Output ◽  
Communication Devices

Communication devices designed to augment the language development of individuals with severe cognitive disabilities and little or no functional speech typically contain primarily nouns because they seem easiest to acquire and evaluate. In this study, the effect of a more diverse vocabulary was assessed. Systematic observations of the use of computerized speech-output devices by 12 youth with moderate or severe mental retardation and severe spoken language disability and by their partners were made over a 2-year period. Social-regulative symbols (e.g., "please," "I’m finished") were used as soon as they were introduced, and their availability expanded the focus of conversations both at home and at school. Implications for conceptualizing variation in early language use and for the design of language intervention programs are discussed.

The Role of Directives in Early Language Intervention

1995 ◽  
Vol 19 (2) ◽  
pp. 91-101 ◽  
Author(s):  
REBECCA B. McCATHREN ◽  
PAUL J. YODER ◽  
STEVEN F. WARREN
Keyword(s):  
Language Intervention ◽  
Early Language ◽  
Early Language Intervention
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