Participation as a basis for developing early intervention outcomes

Martha Wilcox, Juliann Woods

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

Purpose: This article describes how participation in activities/routines can be used as a basis for understanding children's communication and language skills and how that knowledge can be extended to collaborate with families and caregivers to develop meaningful early intervention outcomes. Method: The approach is centered on children's use of communication and language skills to participate in typical activities/routines. Implementation of the approach is based on an understanding of children's performance abilities/disabilities and their use of those abilities to participate in family-identified activities/routines in their natural environments. Discussion and case examples illustrate how communication and language skills can enhance or enable participation in such activities. Family-centered procedures for gathering information about activities/routines from caregivers are described, and strategies for developing outcomes in collaboration with caregivers are presented. Implications: Participation-based outcomes offer speechlanguage pathologists an option for embedding skills within important activities/routines, thereby promoting children's communication and language growth in natural contexts.

Original languageEnglish (US)
Pages (from-to)365-378
Number of pages14
JournalLanguage, Speech, and Hearing Services in Schools
Volume42
Issue number3
DOIs
StatePublished - Jul 1 2011

Fingerprint

Communication
Caregivers
Child Language
Aptitude
participation
caregiver
Language
communication
language
ability
Early Intervention
Participation
Growth
disability
performance
Language Skills
Communication Skills

Keywords

  • Early communication and language intervention
  • Early intervention
  • Family-centered early intervention outcomes
  • Participation based
  • Toddlers with communication impairments

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing
  • Language and Linguistics

Cite this

Participation as a basis for developing early intervention outcomes. / Wilcox, Martha; Woods, Juliann.

In: Language, Speech, and Hearing Services in Schools, Vol. 42, No. 3, 01.07.2011, p. 365-378.

Research output: Contribution to journalArticle

@article{f15388e5ec0d48e7acfa887ec1d0ce1f,
title = "Participation as a basis for developing early intervention outcomes",
abstract = "Purpose: This article describes how participation in activities/routines can be used as a basis for understanding children's communication and language skills and how that knowledge can be extended to collaborate with families and caregivers to develop meaningful early intervention outcomes. Method: The approach is centered on children's use of communication and language skills to participate in typical activities/routines. Implementation of the approach is based on an understanding of children's performance abilities/disabilities and their use of those abilities to participate in family-identified activities/routines in their natural environments. Discussion and case examples illustrate how communication and language skills can enhance or enable participation in such activities. Family-centered procedures for gathering information about activities/routines from caregivers are described, and strategies for developing outcomes in collaboration with caregivers are presented. Implications: Participation-based outcomes offer speechlanguage pathologists an option for embedding skills within important activities/routines, thereby promoting children's communication and language growth in natural contexts.",
keywords = "Early communication and language intervention, Early intervention, Family-centered early intervention outcomes, Participation based, Toddlers with communication impairments",
author = "Martha Wilcox and Juliann Woods",
year = "2011",
month = "7",
day = "1",
doi = "10.1044/0161-1461(2011/10-0014)",
language = "English (US)",
volume = "42",
pages = "365--378",
journal = "Language, Speech, and Hearing Services in Schools",
issn = "0161-1461",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "3",

}

TY - JOUR

T1 - Participation as a basis for developing early intervention outcomes

AU - Wilcox, Martha

AU - Woods, Juliann

PY - 2011/7/1

Y1 - 2011/7/1

N2 - Purpose: This article describes how participation in activities/routines can be used as a basis for understanding children's communication and language skills and how that knowledge can be extended to collaborate with families and caregivers to develop meaningful early intervention outcomes. Method: The approach is centered on children's use of communication and language skills to participate in typical activities/routines. Implementation of the approach is based on an understanding of children's performance abilities/disabilities and their use of those abilities to participate in family-identified activities/routines in their natural environments. Discussion and case examples illustrate how communication and language skills can enhance or enable participation in such activities. Family-centered procedures for gathering information about activities/routines from caregivers are described, and strategies for developing outcomes in collaboration with caregivers are presented. Implications: Participation-based outcomes offer speechlanguage pathologists an option for embedding skills within important activities/routines, thereby promoting children's communication and language growth in natural contexts.

AB - Purpose: This article describes how participation in activities/routines can be used as a basis for understanding children's communication and language skills and how that knowledge can be extended to collaborate with families and caregivers to develop meaningful early intervention outcomes. Method: The approach is centered on children's use of communication and language skills to participate in typical activities/routines. Implementation of the approach is based on an understanding of children's performance abilities/disabilities and their use of those abilities to participate in family-identified activities/routines in their natural environments. Discussion and case examples illustrate how communication and language skills can enhance or enable participation in such activities. Family-centered procedures for gathering information about activities/routines from caregivers are described, and strategies for developing outcomes in collaboration with caregivers are presented. Implications: Participation-based outcomes offer speechlanguage pathologists an option for embedding skills within important activities/routines, thereby promoting children's communication and language growth in natural contexts.

KW - Early communication and language intervention

KW - Early intervention

KW - Family-centered early intervention outcomes

KW - Participation based

KW - Toddlers with communication impairments

UR - http://www.scopus.com/inward/record.url?scp=79960484280&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79960484280&partnerID=8YFLogxK

U2 - 10.1044/0161-1461(2011/10-0014)

DO - 10.1044/0161-1461(2011/10-0014)

M3 - Article

C2 - 21386055

AN - SCOPUS:79960484280

VL - 42

SP - 365

EP - 378

JO - Language, Speech, and Hearing Services in Schools

JF - Language, Speech, and Hearing Services in Schools

SN - 0161-1461

IS - 3

ER -