Clinical Issues: Strategies to Promote Language Acquisition and Implications for Learning The critical relationship between language and learning and the serious consequences that can result from difficulties with language have been well documented. For example, epidemiological studies suggest that as many as 80% of behavior problems may have a communicative function (Derby et al., 1992; Iwata et al., 1994). Academically, children ... Clinical Issues
Clinical Issues  |   March 01, 2005
Clinical Issues: Strategies to Promote Language Acquisition and Implications for Learning
Author Affiliations & Notes
  • Lynn Kern Koegel
    USCB Autism Center, University of California, Santa Barbara
  • Ty Vernon
    USCB Autism Center, University of California, Santa Barbara
Article Information
Development / Attention, Memory & Executive Functions / Clinical Issues
Clinical Issues   |   March 01, 2005
Clinical Issues: Strategies to Promote Language Acquisition and Implications for Learning
SIG 1 Perspectives on Language Learning and Education, March 2005, Vol. 12, 6-10. doi:10.1044/lle12.1.6
SIG 1 Perspectives on Language Learning and Education, March 2005, Vol. 12, 6-10. doi:10.1044/lle12.1.6
The critical relationship between language and learning and the serious consequences that can result from difficulties with language have been well documented. For example, epidemiological studies suggest that as many as 80% of behavior problems may have a communicative function (Derby et al., 1992; Iwata et al., 1994). Academically, children who have early persistent language delays have later difficulties with literacy (Larney, 2002). Further, children with language delays, logically, tend to have a lower number and quality of social interactions (cf., Rice, Sell, & Hadley. 1991). For children with disabilities that are more severe, such as autism, the presence of language has long been discussed as a positive prognostic indicator.
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