Abstract
Learning to communicate using speech and language is a primary developmental task for young children. Delays in the acquisition of language are one of the earliest indicators of developmental deficits that may affect academic and social outcomes for individuals across the life span. In the period since the passage of PL 99-457, significant progress in research related to language intervention has been made in five areas: (a) the social, symbolic, and prelinguistic foundations to spoken language; (b) parent-implemented language interventions; (c) the language foundations for literacy; (d) the relationship between language and social behavior; and (e) the use of augmented and alternative modes of communication. Although there are indications of important advances in the knowledge base of early identification as well as comprehensive and continuous intervention, preparing professionals to provide effective interventions in natural environments continues to be a challenge for the field.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 298-309 |
| Number of pages | 12 |
| Journal | Journal of Early Intervention |
| Volume | 33 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2011 |
Funding
This research was supported in part by Grants R324A090181, R324E060088, and H326M070004 from the Department of Education, the Office of Special Education and Rehabilitative Services, and the Institute of Education Sciences to Vanderbilt University.
Keywords
- communication
- early intervention
- language
- research
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Psychiatry and Mental health
