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Related Experiment Videos

Developmental influences in teaching language forms to individuals with developmental disabilities.

K Dyer1, S Santarcangelo, S C Luce

  • 1May Institute, Chatham, MA.

The Journal of Speech and Hearing Disorders
|November 1, 1987
PubMed
Summary

Language development for individuals with developmental disabilities benefits from following typical developmental sequences. Early emerging language forms are acquired faster and retained better than later forms.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Special Education

Background:

  • The typical sequence of language acquisition in children is well-documented.
  • Current language curricula for individuals with developmental disabilities often assume this normal developmental sequence is optimal for intervention.

Purpose of the Study:

  • To empirically test the assumption that language intervention for individuals with developmental disabilities should mirror the normal developmental sequence.
  • To investigate the efficacy of teaching early versus later emerging phonetic sounds and syntactic structures.

Main Methods:

  • Two studies were conducted involving individuals with developmental disabilities.
  • Participants were taught phonetic sounds and syntactic structures representing varying stages of normal language development.

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  • Acquisition rates, order of acquisition, and long-term retention were assessed.

    • Main Results:

    • Earlier emerging language forms were acquired significantly faster (fewer trials) than later emerging forms.
    • Acquisition of later emerging forms never occurred without prior acquisition of earlier forms.
    • Earlier forms demonstrated superior production accuracy 6 months post-intervention compared to later forms.

    Conclusions:

    • The findings support the use of the normal developmental sequence as a basis for language curricula for individuals with developmental disabilities.
    • Intervention strategies should prioritize earlier developing language skills, as they appear foundational for subsequent learning and long-term retention.