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Language intervention: a pragmatic approach.

S Conant, M Budoff, B Hecht

Journal of Autism and Developmental Disorders

|September 1, 1984

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This study introduces communication games for language intervention in young children. The approach effectively improved language skills in children with mild cognitive delays but not severe ones.

Area of Science:

Developmental Psychology
Linguistics
Speech-Language Pathology

Background:

Children with language disabilities often struggle with pragmatic language use in conversation.
Traditional language lessons and incidental teaching have limitations in addressing both form and function.

Purpose of the Study:

To describe a novel language intervention approach using communication games.
To evaluate the effectiveness of this approach for young children with language disabilities.

Main Methods:

Developed a series of communication games integrating traditional and incidental teaching methods.
Focused on teaching vocabulary, syntax, and articulation within pragmatic conversational contexts.
Collected spontaneous speech data over a 4-month period from intervention and control groups.

Related Experiment Videos

Main Results:

The intervention showed a positive impact on language performance in children with no or moderate cognitive delays.
No significant impact was observed in children with severe cognitive delays.
Effectiveness appears moderated by the child's cognitive level.

Conclusions:

The communication game approach is a promising intervention for language-disabled children, particularly those with milder cognitive impairments.
Further research and evaluation are needed, with careful consideration of cognitive level.
The intervention effectively integrates linguistic form with pragmatic function in conversational settings.