Effects of Collaboration on Language Performance

Abstract

Language samples from fourteen students with communication disorders were obtained over a three year period to determine the effectiveness of a language-in-the-classroom (LIC)intervention model. While there were few differences noted in syntax, semantics or morphology for students served in a collaborative model as compared to students served in a pull-out model, significant differences in the completeness and intelligibility of student utterances were noted. Results indicated that students who received intervention using an LIC model had more complete/intelligible utterances and fewer incomplete/unintelligible utterances than students who received intervention using a more traditional pull-out model. Implications for speech-language pathologists (SLPs)are provided.

Get full access to this article

View all access options for this article.

References

Bowman, J. (1992). A collaborative, whole language approach to letter writing instructional compared to a traditional skill approach. Unpublished master's thesis, University of Cincinnati.

Bruning, J.L. & Kintz, B.L. (1987). Computational Handbook of Statistics (3rd ed.). Glenview, IL: Harper Collins.

Gottschalk, M.E. , Prelock, P.A. , Weiler, E. , & Sandman, D. (1995). Maintenance of metapragmatic awareness of explanation adequacy six months following intervention. Manuscript submitted elsewhere, University of Cincinnati.

Hoskins, B. (1990). Collaborative consultation: Designing the role of the speech-language pathologist in a new educational context. In W. Secord (Ed.), Best Practices in School Speech-Language Pathology-Collaborative Programs in the Schools: Concepts, Models, and Procedures (pp. 29–36). San Antonio: The Psychological Corporation.

Kaufman, S.S. , Prelock, P.A. , Weiler, E. Creaghead, N.A. & Donnelly, C.A. (1994). Metapragmatic awareness of explanation adequacy: Developing skills for academic success from a collaborative communication skills unit. Language, Speech and Hearing Services in the Schools, 25, 174–180.

Miller, L. (1989). Classroom-based language intervention. Language, Speech and Hearing Services in the Schools, 20, 153–169.

Miller, J. & Chapman, R. (1986). SALT: Systematic analysis language transcripts-Apple computer version [Computer program]. Madison, WI: University of Wisconsin-Madison, Waisman Center, Language Analysis Laboratory.

Seifert, H. , & Schwartz, I. (1991). Treatment effectiveness of large group basic concept instruction with Head Start students. Language, Speech and Hearing Services in the Schools, 22, 60–64.

Semel, E. Wiig, E. , & Secord, W. (1987). Clinical Evaluation of Language Fundamentals -Revised. San Antonio: The Psychological Corporation.

10.

Sheeran, K. , Prelock, P.A. , & Weiler, E.M. (1993). The effect of a classroom based communication skills unit on overall academic achievement. Unpublished manuscript, University of Cincinnati.

11.

Wilcox, M.J. , Kouri, T.A. , & Caswell, S.B. (1991). Early language intervention: A comparison of classroom and individual treatment. American Journal of Speech-Language Pathology: A Journal of Clinical Practice, 1, 49–62.