Many child language studies emphasize the value of verbal and social support, of
‘scaffolding’ processes and mutual adjustments that naturally
occur in adult-child interactions in everyday contexts. Based on such theories, this
study attempted to improve the language and communication skills in children with
special educational needs through naturalistic intervention. The results showed
positive changes in the targeted language components of three children with Down
syndrome. We consider that child language gains were best maintained after
intervention if the mothers received at the same time specific advice about verbal
interaction at home.
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