Abstract
Recently, a number of language training procedures have been developed to teach language to handicapped children in everyday settings. This paper describes the language training strategies of mand-model, time-delay, and incidental teaching. The current research that has been conducted to validate these procedures is discussed. Additionally, research describing naturalistic language training procedures that contain components of these techniques is discussed, and the author calls for an integration of these procedures. Directions for future research in this burgeoning field are suggested.
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