Language training for generalization.

Abstract

This paper presents a classroom-based language intervention program for preschool children with language delays or deficits. A major goal of the program is to ensure that children acquire missing skills through daily speech therapy and that they actively generalize these skills from therapy times to other classroom activities. This paper presents data collected with two children during daily speech therapy sessions and daily play activities. Instances in which the children generalized new language acquired in therapy to play activities will be discussed as well as instances in which the children failed to generalize new language. In addition, the influence of peer and teacher language usage on children's language production will be discussed. Finally, recommendations to enhance generalization of language skills within and across school settings will be presented.