Enhancement of Language Comprehension in Developmentally Delayed Children

Abstract

This article describes the use of receptive language tasks presented in a cognitive, problem-solving context as a method for enhancing language comprehension in developmentally delayed children. Over a two-year period 16 language-impaired and developmentally delayed children were provided eight weeks of concentrated instruction in five language areas: nouns, verbs, adjectives, prepositions, and syntax. Instruction consisted of systematic verbal stimulation with no overt attempts to elicit expressive language. Instead, tasks were structured to elicit motor behaviors. Results of the project indicate a marked increase in the number of stimuli to which the children could provide appropriate responses at the end of the eight-week instructional period. These gains also were maintained three months after termination of instruction.