Early Communication Interventions for Young Children With Intellectual and Developmental Disabilities: The Roles of Natural Communication Partners

Elizabeth E. Biggs, Hedda Meadan

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Young children with intellectual and developmental disabilities who have complex communication needs need access to effective, evidence-based interventions that support their individual communication needs and optimize their developmental outcomes. Given the critical roles that parents, educators, peers, and siblings play in the lives of children, increasing attention has focused on learning how to equip these natural communication partners to effectively promote the communication development of children with complex communication needs. This review synthesizes empirical research on effective early communication interventions for young children with IDD by focusing on the roles and involvement of different communication partners and on the ways they have been trained and supported for these roles. Key recommendations and directions for future research in this area are discussed.

Original languageEnglish (US)
Title of host publicationInternational Review of Research in Developmental Disabilities
EditorsRobert M. Hodapp, Deborah J. Fidler
PublisherAcademic Press Inc.
Pages1-37
Number of pages37
ISBN (Print)9780128150900
DOIs
StatePublished - 2018

Publication series

NameInternational Review of Research in Developmental Disabilities
Volume55
ISSN (Print)2211-6095

Keywords

  • Complex communication needs
  • Educators
  • Intervention
  • Parents
  • Peers

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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