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Related Experiment Video

Updated: Jun 3, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Participation as a basis for developing early intervention outcomes.

M Jeanne Wilcox1, Juliann Woods

  • 1Arizona State University, Tempe, AZ, USA. mjwilcox@asu.edu

Language, Speech, and Hearing Services in Schools
|March 10, 2011
PubMed
Summary

This study shows how focusing on children's participation in daily routines can improve understanding of their communication and language development. This approach helps create effective early intervention outcomes with families.

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Area of Science:

  • Pediatric communication and language development
  • Early intervention strategies
  • Family-centered care

Background:

  • Understanding children's communication and language skills is crucial for effective early intervention.
  • Current approaches may not fully leverage children's engagement in daily activities.
  • Integrating skill development within natural routines is essential for functional progress.

Purpose of the Study:

  • To describe a participation-based approach for assessing children's communication and language skills.
  • To outline methods for collaborating with families to set meaningful early intervention goals.
  • To enhance the development of early intervention outcomes grounded in children's everyday activities.

Main Methods:

  • Focusing on children's use of communication and language to participate in typical activities and routines.
  • Assessing children's abilities and disabilities in relation to their participation in family-identified activities in natural environments.
  • Utilizing family-centered procedures to gather information from caregivers about activities and routines.
  • Developing intervention outcomes collaboratively with caregivers.

Main Results:

  • Communication and language skills can be enhanced or enabled through participation in meaningful activities.
  • Case examples demonstrate the practical application of the participation-based approach.
  • The approach provides a framework for understanding skill development within the context of a child's life.

Conclusions:

  • Participation-based outcomes provide speech-language pathologists with a method to embed skills within important activities and routines.
  • This approach promotes children's communication and language growth in natural, functional contexts.
  • Collaborating with families ensures that intervention goals are meaningful and relevant to the child's daily life.