PRESCHOOL LANGUAGE FACILITATION METHODS AND CHILD CHARACTERISTICS

This paper reports the results of 2 studies in which the relative effe ctiveness of classroom based language intervention models were examine d. In the ist study,a developmentally based language facilitation prog ram was compared to a direct language facilitation program in integrat ed preschool classrooms for young children with developmental delays. In the 2nd study, the developmentally based model was compared to a pr ogram using both the developmental and direct methods during discrete time periods throughout the day. Results of both studies indicated tha t no program was better overall. Disordinal Aptitude x Treatment Inter actions indicated that children benefited differentially from the inte rventions. The differential effects of intervention could be predicted by the child's language ability before intervention.