The effect of implementing a repetitive multisensory approach with language delayed preschool children
Date of Award
M.S. in Education
Language is the vocal communication of thoughts and ideas, a process by which meaning is conveyed or expressed from one person to another (Cole & Cole, 1989). Research supports that language can be learned, so providing early language training will help give children the means to express themselves (Cole & Cole, 1989). Due to recent state funding, the current public school systems are beginning to offer services for delayed preschool children and are taking advantage of this critical time period for language development. Perhaps it is time to take a critical look at these new state mandated preschool programs and see if they truly meet the individual needs of these delayed preschool children. Watson (1994) viewed preschool children with speech and language delays at significant risk for later learning difficulties. Preschool children with a delay in communication development are children who verbalize using unintelligible forms of communication. These children can appear to have low cognitive skills and often express themselves at a much lower developmental level according to Cole & Cole (1989). Research has shown a correlation between early intervention and positive results in language acquisition. This writer hopes to support this finding by providing the components of a repetitive multisensory approach which will increase a young child’s use of intelligible language. Children with delayed language are limited in the most human of all skills, communication. This writer has experienced an ever growing preschool population who present with communication disorders. Very few explanations are given or known for their lack of intelligible speech. In servicing these children, this writer is concerned with finding new approaches to facilitate communication. Research has shown that the use of drama, sign language, technology, and creative movement have all proved to enhance communication by providing children with richer language experiences (Betts, 1994; Brown, 1992; Daniels, 1994; Griss, 1994; & Walker, 1994). Could an approach which combines all of the above components make a difference in a child’s ability to communicate? This writer hopes to find that all children can improve their communication skills by being exposed and participating in a repetitive multi-sensory approach which includes the use of drama, sign language, technology, and creative movement.
English language Study and teaching (Preschool) Ohio Montgomery County, Children Ohio Montgomery County Language, Language disorders in children Ohio Montgomery County, Speech therapy Ohio Montgomery County, Sensorimotor integration
Copyright 1996, author
Haist, Theresa Lynette McClain, "The effect of implementing a repetitive multisensory approach with language delayed preschool children" (1996). Graduate Theses and Dissertations. 3091.