Promoting communication development in young children with or at risk for disabilities

Justin D. Lane, Jennifer A. Brown

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

9 Scopus citations

Abstract

Communication skills provide young children a means for sharing wants and interests with social partners. Young children with disabilities are likely to display difficulties effectively communicating with others, often requiring intervention to improve meaningful communication in typical environments. The communication intervention literature includes a wide-range of studies, each designed to improve some form of communication (e.g., gestures, oral language) in young children. The purpose of this chapter is to highlight interventions for promoting expressive communication in young children with or at risk for a disability. Implications for parents/caregivers and early childhood professionals are provided, as well as recommendations for future research.

Original languageEnglish
Title of host publicationHandbook of Early Childhood Special Education
Pages199-224
Number of pages26
ISBN (Electronic)9783319284927
DOIs
StatePublished - Jan 1 2016

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2016.

Keywords

  • Children with disabilities
  • Children with special needs
  • Communication delays
  • Early childhood
  • Early childhood special education
  • Early intervention
  • Language development
  • Multicomponent interventions
  • Oral language
  • Prelinguistic communication
  • Special education

ASJC Scopus subject areas

  • Psychology (all)
  • Social Sciences (all)
  • Medicine (all)

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