| The assessment and treatment of language delay is a widely discussed topic among speech-language pathologists. Language delay is defined as a child's language that is similar to a younger child and will eventually arrive at the desired destination of normal development. Eighteen language-delayed children, enrolled in 5 months of language intervention, participated in this study. The purposes of this investigation were to (a) discern whether there were any significant differences in pre- versus post-intervention test score measurements of language skills, and (b) determine if there was a significant difference for a norm-referenced (Preschool Language Scale-3) versus a criterion-referenced (Receptive-Expressive Emergent Language Test-2) assessment instrument. Results demonstrated both expressive and total language skills were significantly different after 5 months of intervention. Pre-intervention disability levels were found not to inhibit a language-delayed child's improvements from intervention. |
