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ERIC Number: ED171022
Record Type: RIE
Publication Date: 1979-Apr
Pages: 9
Abstractor: N/A
Language Training for the Non-Verbal or Language Delayed Child.
Cole, Martha
Language training for the non-verbal or language delayed child should utilize feedback to reinforce correct responses and should closely follow the syntactical development of normal children. The two basic areas of language training are receptive and expressive. Receptive language training includes attending and responding, following single phase directions, and teaching abstract language concepts. The five steps in teaching language concepts are: (1) identify the concept to be taught, (2) determine critical and non-critical attributes of the concept, (3) identify examples and non-examples of the concept, (4) present the examples and non-examples, and (5) teach the child finer and finer levels of discrimination. Expressive language includes the child's use of phonemes, morphemes, syntax, and semantics. The language delayed child's deficit must first be determined and then a program involving control of the physical surroundings, reinforcement, and monitoring must be implemented. (PHR)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention, The Council for Exceptional Children (57th, Dallas, Texas, April 22-27, 1979, Session T-35)