Psycholinguistic Theory and Therapy for Initiating Two Word Utterances

Abstract

Summary This paper presents a therapeutic approach based on psycholinguistic theory as a method for initiating two word utterances in children's spontaneous language. The method of treatment has been used experimentally for several years as an individual treatment program in a clinical setting. The subjects were three and four year old children who used only single word utterances. The responses of these subjects to this approach indicated that this theory and therapy was a useful method to enable these children with language problems to proceed in the developmental sequence of language acquisition.

From acquisition theories to intervention strategies: An experiment with mentally handicapped children

“…Only children in the modelled language group showed a significant increase from first to last session. This concurs with findings from other studies which have used modelling techniques with children drawn from other populations and at other stages in the development of language (Courtwright & Courtwright, 1976, Willbrand, 1977, Nelson, 1977, McConkey et al, 1979. Thus at the very least, these studies suggest that modelling is a viable alternative to elicited imitation.…”

Discourse-Based Language Intervention

“…Results from the present study confirmed those in the existing literature which have shown that a focused stimulation procedure can be effective in facilitating language l e a r n i n g (Camarata & N e l s o n , 1 9 9 2 ; Cheseldine & McConkey, 1979;Culatta & H o r n , 1 9 8 1 , 1982;Fey, Cleave, Long, & Hughes, 1993;Leonard et al, 1982;McConkey, Jeffree, & H e w s o n , 1979;Nelson, 1977;Willbrand, 1977). As compared to the pretreatment baseline c o n d i t i o n , the mean level usage attained for should/must coding obligation in the B treatment phases was 40%, with an average of 29% usage in probes taken during these phases.…”

Reinstating Parental Involvement in the Development of Communication Skills

“…They had to keep the game going and at the same time give the child plenty of models of language: when they wanted the cube, they used the appropriate two-word sentence. Thus they were not only developing the understanding of language but they were giving the child an example of how to use language (Courtright & Courtright 1976, Willbrand 1977.…”