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Promoting Communication Development in Young Children with or at Risk for Disabilities

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Handbook of Early Childhood Special Education

Abstract

Communication skills provide young children a means for sharing wants and interests with social partners. Young children with disabilities are likely to display difficulties effectively communicating with others, often requiring intervention to improve meaningful communication in typical environments. The communication intervention literature includes a wide-range of studies, each designed to improve some form of communication (e.g., gestures, oral language) in young children. The purpose of this chapter is to highlight interventions for promoting expressive communication in young children with or at risk for a disability. Implications for parents/caregivers and early childhood professionals are provided, as well as recommendations for future research.

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Authors and Affiliations

  1. College of Education, University of Kentucky, Lexington, KY, USA

    Justin D. Lane Ph.D., B.C.B.A.-D.

  2. College of Education, University of Georgia, Athens, GA, USA

    Jennifer A. Brown Ph.D., C.C.C.-S.L.P.

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  1. Justin D. Lane Ph.D., B.C.B.A.-D.
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  2. Jennifer A. Brown Ph.D., C.C.C.-S.L.P.
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Correspondence to Justin D. Lane Ph.D., B.C.B.A.-D. .

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Editors and Affiliations

  1. University of Florida, Newberry, Florida, USA

    Brian Reichow

  2. Dept Allied Health Sciences, UNC, Chapel Hill, North Carolina, USA

    Brian A. Boyd

  3. Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA

    Erin E. Barton

  4. Frank Porter Graham Child Development In, Univ of N. Carolina at Chapel Hill, Chapel Hill, North Carolina, USA

    Samuel L. Odom

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Lane, J.D., Brown, J.A. (2016). Promoting Communication Development in Young Children with or at Risk for Disabilities. In: Reichow, B., Boyd, B., Barton, E., Odom, S. (eds) Handbook of Early Childhood Special Education. Springer, Cham. https://doi.org/10.1007/978-3-319-28492-7_12

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