Abstract
Eleven developmentally delayed children aged from 19 to 5 5 months were involved in an early language intervention training program which focused on training parents to facilitate the acquisition of early language skills in their own children in natural, environmental settings. The program involved weekly and fortnightly training sessions for six months and follow-up testing was conducted one year after program completion. Results on standardized and criterion-referenced measures showed that gains approximately those made by nonhandicapped children were achieved during the intervention period, with lesser gains, and more variation in individual results evident one year later. The issues of parental effectiveness and the level of language skill reached on completion of the intervention program are discussed in relation to program success.
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