Clinical Questions: Would a child who is a late talker (P) show greater improvement with parent-implemented intervention models (I) or with clinician-directed intervention models (C) as shown by improvements in expressive language skills (O)? If so, under what circumstances? Method: Literature Review. Study Sources: Education Source, ERIC,…

Research Findings: Multitiered instructional frameworks are becoming a recommended approach for enhancing prevention and intervention efforts targeting early literacy and language skills. However, few studies to date have studied the feasibility of tiered oral language interventions before kindergarten; therefore, this pilot study explored the…

Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for…

Background: Increasing evidence suggests that childhood language problems persist into early adulthood. Nevertheless, little is known about how individual and environmental characteristics influence the language growth of individuals identified with speech/language problems. Method: Individual growth curve models were utilised to examine how…

Discusses the use of augmentative and alternative communication (AAC) to enhance comprehension and expression of people with autism. A theoretical model for AAC assessment and intervention is presented and illustrated with a case study of a 6-year-old boy with autism and severe expressive and receptive language impairments. (Author/DB)