Outcomes from Two Treatment Approaches for Children with Communication Disorders in Head Start

Abstract

This study was designed to address the paucity of empirical data regarding the outcome of treatment approaches for preschool children with communication disorders. Specifically, this study examined the differences in the effectiveness between the inclusion model of speech/language treatment and the traditional pull-out model of speech/language treatment. African American children in an inner-city Head Start program with documented speech/language delays were randomly assigned to groups using the two treatment approaches. Results supported the research hypothesis that there is no significant difference between these two models of speech/language treatment. Findings suggest that the inclusion model is just as effective as a traditional pull-out model in conducting speech/language services for children with mild, moderate and severe communication disorders.