Late Talkers

Language Development, Interventions, and Outcomes

edited by
Leslie A. Rescorla, Ph.D.
Bryn Mawr College
Pennsylvania
Baltimore·London·Sydney

and
Philip S. Dale, Ph.D.
The University of New Mexico

Contents

1. Identification and Classification of Late Talkers

   • The Early Language in Victoria Study: Late Talkers, Predictors, and Outcomes - Edith L. Bavin and Lesley Bretherton
   • Population and Public Health Perspectives on Late Language Emergence at 24 Months as a Risk Indicator for Language Impairment at 7 Years - Catherine L. Taylor, Stephen R. Zubrick, and Mabel L. Rice
   • Danish Late Talkers: A First Portrait - Dorthe Bleses and Werner Vach
   • Distinguishing the Bilingual as a Late Talker from the Late Talker Who Is Bilingual - Barbara Zurer Pearson

2. Characteristics and Causes

   • Late Talker as a Clinical Category: A Critical Evaluation - Christine Dollaghan
   • Phonology and the Lexicon in Late Talkers
   • Late Talking in Context: The Clinical Implications of Delayed Language Development - Rhea Paul and Susan Ellis Weismer
   • Late-Talking Toddlers: A 15-Year Follow-Up - Leslie A. Rescorla
   • Outcomes for Late Talkers: A Twin Study - Philip S. Dale and Marianna E. Hayiou-Thomas

3. Interventions

   • From Words to Early Sentences: Parent-Implemented Intervention for Late-Talking Toddlers - Luigi Girolametto, Elaine Weitzman, and Cindy Earle
   • Evidence-Based Language Intervention Approaches for Young Late Talkers - Lizbeth H. Finestack and Marc E. Fey
   • Which Late Talkers Require Intervention? Matching Child Characteristics and Risk Factors to Treatment - Stephen Camarata
   • Environmental Modification, Intervention, and the Late-Talking Child from a Public Health Perspective - James Law

4. Conclusion

   • Alternative Routes to Language Impairment - Laurence B. Leonard
   • Where Do We Stand Now? Conclusions and Future Directions - Leslie A. Rescorla and Philip S. Dale

About the Editors

Leslie A. Rescorla, Ph.D.
Professor of Psychology, Bryn Mawr College
101 North Merion Avenue, Bryn Mawr, PA 19010

Philip S. Dale, Ph.D.
Professor, Department of Speech and Hearing Sciences, The University of New Mexico
1700 Lomas Blvd NE, Suite 1300, Albuquerque, NM 87131

Evidence-Based Language Intervention Approaches for Young Late Talkers

Speech-language pathologists working with 2-year-olds identified as late talkers (LTs) have several options when planning and implementing speech-language services. For example, there is a broad range of language intervention approaches developed and evaluated for young children from other clinical populations. Some studies have evaluated language intervention efficacy specifically with LTs, indicating a variety of approaches to consider.

Language Intervention Options

When working with a child considered to be an LT, a clinician may choose to monitor the child's progress or deliver intervention services. Approaches include:

• Watch and See: A non-intervention strategy where clinicians monitor children’s progress over time without active intervention. Studies suggest many late-talking children may catch up with their peers.
• General Language Stimulation: Modification of environments to increase the child’s exposure to language. Techniques include following the child's lead, using parallel talk, and providing recasts to model language use.
• Focused Language Stimulation: Involves identifying specific language targets and providing opportunities to use those targets within enjoyable activities.
• Milieu Teaching: Similar to focused stimulation but involves interactions during naturalistic activities aimed at encouraging specific language behaviors.

Each approach should be tailored to the specific needs and strengths of the child.

These interventions are aimed at supporting communication development in late talkers, assessing their needs, and promoting positive outcomes.