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Abstract

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.

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Effects of Collaboration on Language Performance

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