Howard Goldstein1, Susan Wickstrom1, Laurie Johnson1
1University of Pittsburgh
Tóm tắt
Recent child language intervention literature was analyzed to determine the content and consistency of subject descriptions. The amount and type of descriptive information varied widely both within and among journals. In view of the potential importance of such descriptions and the apparent lack of standards for acceptability, suggestions were developed and forwarded as a working model for describing language-handicapped children in intervention studies.
