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

Excerpted from Late Talkers by Leslie A. Rescorla

Contents

• I Identification and Classification of Late Talkers

  1. The Early Language in Victoria Study: Late Talkers, Predictors, and Outcomes
     Edith L. Bavin and Lesley Bretherton
  2. 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
  3. Danish Late Talkers: A First Portrait
     Dorthe Bleses and Werner Vach
  4. Distinguishing the Bilingual as a Late Talker from the Late Talker Who Is Bilingual
     Barbara Zurer Pearson

• II Characteristics and Causes

  5. Late Talker as a Clinical Category: A Critical Evaluation
     Christine Dollaghan
  6. Phonology and the Lexicon in Late Talkers

• IV Interventions

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

• V Conclusion

  17. Alternative Routes to Language Impairment
      Laurence B. Leonard
  18. 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
Dr. Rescorla's research interests include language delays in young children, longitudinal patterns of school achievement, and empirically based assessment of emotional and behavioral problems.

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
Dr. Dale's research has focused on the causes and consequences of individual differences in language development, the relationship between oral language and early literacy development.

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. These options include:

• General Language Stimulation
• Focused Stimulation
• Milieu Teaching

General Language Stimulation

This approach involves creating a rich language environment tailored to a child's interests. It provides opportunities for the child to hear frequent adult models of developmentally appropriate language and to use language at the edge of their abilities.

Focused Language Stimulation

Focused stimulation differs from general stimulation by targeting specific language forms or constructions that the child is encouraged to use in context. For example, if a child needs to expand their vocabulary, activities would include a high density of models for the child to practice.

Milieu Teaching

Milieu teaching occurs during naturalistic activities. The clinician identifies specific goals and modifies contexts to create opportunities for the child to use target language behaviors. In contrast to focused stimulation, children are prompted to imitate forms directly.

Each of these approaches has shown to be effective in facilitating language development for late talkers, with varying focuses on intervention techniques and environments.