This study investigated the effectiveness of teacher-implemented language intervention within play activities. Specifically, naturalistic language intervention procedures (i.e., mand-model, incidental teaching) were used to increase the use of spontaneous language targets in 4 elementary students with moderate disabilities. While the students showed an increase in the number of spontaneous targets they used during the intervention condition, they demonstrated minimal maintenance and generalization following intervention. Implications for future research are discussed.
|Number of pages||9|
|Journal||Education and Training in Mental Retardation and Developmental Disabilities|
|State||Published - 1996|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Biochemistry