scholarly journals Grandmothers’ Developmental Expectations for Early Childhood in Botswana

2020 ◽  
Vol 2020 (170) ◽  
pp. 93-112 ◽  
Author(s):  
Marea Tsamaase ◽  
Sara Harkness ◽  
Charles M. Super
Keyword(s):  
Early Childhood ◽  
Developmental Expectations

Approaching Early Grammatical Intervention From a Sentence-Focused Framework

2014 ◽  
Vol 45 (2) ◽  
pp. 110-116 ◽  
Author(s):  
Pamela A. Hadley
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Young Children ◽  
Language Disorders ◽  
Comprehensive Approach ◽  
Basic Unit ◽  
Sentence Structure ◽  
Children At Risk ◽  
The Relationship ◽  
Developmental Expectations

Purpose In this response to Kamhi (2014), a sentence-focused framework is presented to help clinicians select treatment targets as part of a comprehensive approach to early grammatical intervention. Method The literature on the relationship between lexical verbs, sentence structure, and tense/agreement morphemes is reviewed, and developmental expectations are summarized for each. Conclusion Given that the sentence is the basic unit of grammar, the author concludes that early grammatical intervention should promote sentence development for young children at risk for language disorders. Recommendations for selecting and facilitating grammatical objectives in early childhood are provided.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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