Abstract
Many developmentally delayed and disabled children experience particular difficulties in the acquisition of early communication skills. The organization and operation of a group, parent-based intervention program is described which was located in the preschool classroom at the Special Education Centre, Macquarie University. Results obtained from pre- and post-test scores on a standardized test of communication development showed that the mean current developmental rates of children's receptive and expressive skills during the intervention period were significantly higher than the developmental rates observed prior to intervention. It was concluded that parents could facilitate language development in their delayed or disabled children and that an effective intervention program could be implemented through a parent-training model.
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