A Parent-Assisted Early Childhood Environmental Language Intervention Program Five children, aged 3 years 5 months to 4 years 11 months, who were speaking only in single word utterances and who exhibited a wide discrepancy between their language comprehension and production, were placed in a 12 week parent-assisted environmental language intervention program using a sensorimotor approach to language training. ... Research Article
Research Article  |   October 01, 1980
A Parent-Assisted Early Childhood Environmental Language Intervention Program
 
Author Notes
  • Robert L. Kemper is a speech-language pathologist with the Early Childhood Program, Saginaw City Public Schools, 550 Millard Street, Saginaw, MI 48607. Requests for reprints may be sent to him there. The author wishes to thank Bert Bell, Barry Quimper, and David Lutenski for their consultation and expertise.
    Robert L. Kemper is a speech-language pathologist with the Early Childhood Program, Saginaw City Public Schools, 550 Millard Street, Saginaw, MI 48607. Requests for reprints may be sent to him there. The author wishes to thank Bert Bell, Barry Quimper, and David Lutenski for their consultation and expertise.×
Article Information
Research Articles
Research Article   |   October 01, 1980
A Parent-Assisted Early Childhood Environmental Language Intervention Program
Language, Speech, and Hearing Services in Schools, October 1980, Vol. 11, 229-235. doi:10.1044/0161-1461.1104.229
History: Received December 13, 1978 , Accepted January 18, 1980
 
Language, Speech, and Hearing Services in Schools, October 1980, Vol. 11, 229-235. doi:10.1044/0161-1461.1104.229
History: Received December 13, 1978; Accepted January 18, 1980

Five children, aged 3 years 5 months to 4 years 11 months, who were speaking only in single word utterances and who exhibited a wide discrepancy between their language comprehension and production, were placed in a 12 week parent-assisted environmental language intervention program using a sensorimotor approach to language training. Word classes combined in eight semantic-grammatical rules were used to facilitate the child's pairing words already in his lexicon. At the end of the training period, all five children were using two word constructions in at least four of the eight rule classes sampled.

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