The Impact of Early Intervention Programs on Young Children with Speech and Language Delay: Comparison and Analysis

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2008
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Swarthmore College. Dept. of Linguistics
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Thesis (B.A.)
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en_US
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
Speech and language delays and disorders occur when a child's speech and language develop abnormally. Some causes of speech and language delay include mental retardation, hearing loss, autism spectrum disorder, and sensory integration disorder. Research shows that early intervention is critical in mitigating the effects of delayed development. In order to promote initial speech and language acquisition and minimize the social problems associated with such disorders, early intervention is thus strongly recommended. Here I detail the program objectives and methodology of the Early Intervention Clinic (EIC) at the Center for Speech, Language, and Occupational Therapy (CSLOT) in Fremont, California. At CSLOT children from 18-36 months of age with mild to severe speech and language developmental delays receive treatment in the EIC. I compare the methods used at CSLOT in summer 2006 to those utilized by other programs to determine the effects these different approaches to intervention have on children. This comparison makes use of the following considerations: curricula, philosophy, program structure, manners of measuring progress, ratio, age range of children, diagnosis, parent participation, and period of treatment. The literature as well as my research shows that although there are many different early intervention programs available, each with distinct curricula and philosophies, the majority feature similar basic content areas with comparable treatment outcomes. Thus early intervention is found to be effective, regardless of the various methods employed in regards to those considered here. In this study I show that multiple treatment methods are used by early intervention programs and most of them have positive outcomes. However, more research is needed in order to determine which methods are most effective for different types of children.
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