Author(s): Pete Peterson
Journal: Journal of Speech and Language Pathology and Applied Behavior Analysis
ISSN 1932-4731
Volume: 1;
Issue: 4;
Start page: 104;
Date: 2007;
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Original page
Keywords: Language delay | language intervention | natural language teaching | generalization | maintenance
ABSTRACT
This paper addresses the ability of strategies associated with natural language teaching (NLT) to support the generalization of language skills by children with developmental disabilities. A discussion of critical issues (e.g., specific NLT procedures, generalization) is followed by a systematic review of 57 studies. The studies were selected from the results of a PsychLit search if they met specific criteria (e.g., they were published in a peer-reviewedjournal, described original research, involved the use of NTL strategies, included children as participants). They are reviewed systematically with respect to evidence of generalization, maintenance, and features of the intervention contexts that may influence the generalization and maintenance of target language skills. Recommendations for future research follows this analysis.
Journal: Journal of Speech and Language Pathology and Applied Behavior Analysis
ISSN 1932-4731
Volume: 1;
Issue: 4;
Start page: 104;
Date: 2007;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: Language delay | language intervention | natural language teaching | generalization | maintenance
ABSTRACT
This paper addresses the ability of strategies associated with natural language teaching (NLT) to support the generalization of language skills by children with developmental disabilities. A discussion of critical issues (e.g., specific NLT procedures, generalization) is followed by a systematic review of 57 studies. The studies were selected from the results of a PsychLit search if they met specific criteria (e.g., they were published in a peer-reviewedjournal, described original research, involved the use of NTL strategies, included children as participants). They are reviewed systematically with respect to evidence of generalization, maintenance, and features of the intervention contexts that may influence the generalization and maintenance of target language skills. Recommendations for future research follows this analysis.
