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Effects of Collaboration on Language Performance

University of Cincinnati

Patricia A. Prelock

University of Vermont, ADDRESS CORRESPONDENCE TO: Patricia A. Prelock, Ph.D. Communication Sciences Department E.M. Luse Center for Communication Disorders Allen House University of Vermont Burlington, VT 05405–0010 (802)656–2529 (802)656–2528 (fax)pprelock@moose.uvm.edu (e-mail)

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.

Communication Disorders Quarterly, Vol. 17, No. 2, 31-37 (1995)
DOI: 10.1177/152574019501700204


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