This article focuses on issues of collaboration in delivering language intervention services to learners in educational settings birth through 21 years of age. The purpose of this study was to investigate the effect of parent-professional collaboration in a partnership in which a mother assumed the role of "parent as teacher." Results indicated a positive effect of this type of partnership on the spoken language proficiency of an elementary school-age child with a severe to profound hearing loss. Implications for professional preparation and professional development programs are discussed.
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