The author outlines the implications of a linguistic-functions approach for special topics in language intervention. The five topics considered are (a) language assessment and programming for non-verbal children with some receptive (and some expressive) language, (b) language programming for low-level profoundly retarded children, (c) population differences in the acquisition of linguistic functions, (d) the integration of language into other activities, and (e) the entrainment by linguistic functions of so-called prerequisites to language.
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