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Teaching Receptive Language Skills

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Abstract

Receptive language refers to responding appropriately to another person’s spoken language. Most curricula dedicate a proportion of early intervention to developing receptive language skills. The specific terms used to refer to the receptive language programs and the recommendations for teaching such skills vary considerably across the early intervention curricula. The present paper will provide a conceptual analysis of the desired controlling variables for different receptive language programs, teaching recommendations, a brief review of the literature to substantiate the teaching recommendations, and a discussion of the potential negative effects of deviating from the recommendations.

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Authors and Affiliations

  1. Educational and Counselling Psychology and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada, V6T 1Z4

    Laura Grow

  2. Trumpet Behavioral Health, San Jose, USA

    Linda LeBlanc

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  1. Laura Grow
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  2. Linda LeBlanc
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Correspondence to Laura Grow.

Additional information

We thank Kaneen Geiger, Nicole Hanney, Megan Heinicke, and Carrie Zuckerman for the comments on earlier versions of the manuscript.

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Grow, L., LeBlanc, L. Teaching Receptive Language Skills. Behav Analysis Practice 6, 56–75 (2013). https://doi.org/10.1007/BF03391791

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