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Language Intervention for Children with Severe Intellectual Disability: The Effects of Different Interventions on Children’s Acquisition of Receptive and Expressive Language

Published online by Cambridge University Press:  26 February 2016

Roger Rees  and
Paula Williams
Roger Rees*
Affiliation:
School of Education, Flinders University of South Australia
Paula Williams
Affiliation:
School of Education, Flinders University of South Australia
*
Enquiries or correspondence relating to this article should be directed to Dr Roger Rees, Director, Institute for Learning Difficulties, School of Education, Flinders University of South Australia, GPO Box 2100, ADELAIDE SA 5001, Australia
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Abstract

Three years of intervention to improve the language skills of children with severe intellectual disability are reported. Family based teaching, therapy and counselling programs were used as the basis of the interventions. Repeated language measures (norm referenced) were used to assess the effects of the interventions. Comparison with other language intervention studies are made. The distinct features of the effective behaviourally oriented teaching program are identified.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 15 , Issue 1-2: Contemporary Behavioural Perspectives in Special Education , 1992 , pp. 44 - 55
Copyright
Copyright © The Australian Association of Special Education 1992

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