An Exploratory Study of the Interaction Between Language Teaching Methods and Child Characteristics The present study examined whether the relative efficacy of two language teaching methods was predicted by pretreatment subject characteristics. Forty handicapped preschoolers were randomly assigned to two language teaching methods (i.e., Milieu Teaching and the Communication Training Program). No main effects of treatment were found. However, seven statistical interactions between ... Research Article
Research Article  |   February 01, 1991
An Exploratory Study of the Interaction Between Language Teaching Methods and Child Characteristics
 
Author Affiliations & Notes
  • Paul J. Yoder
    Special Education Department Vanderbilt University
  • Ann P. Kaiser
    Special Education Department Vanderbilt University
  • Cathy L. Alpert
    Special Education Department Vanderbilt University
  • Requests for reprints should be sent to Paul J. Yoder, Vanderbilt University, Special Education Department, Peabody Box 154, Nashville, TN 37203.
Article Information
Speech, Voice & Prosodic Disorders / Research Issues, Methods & Evidence-Based Practice / Language Disorders / Language / Research Articles
Research Article   |   February 01, 1991
An Exploratory Study of the Interaction Between Language Teaching Methods and Child Characteristics
Journal of Speech, Language, and Hearing Research, February 1991, Vol. 34, 155-167. doi:10.1044/jshr.3401.155
History: Received August 28, 1989 , Accepted June 8, 1990
 
Journal of Speech, Language, and Hearing Research, February 1991, Vol. 34, 155-167. doi:10.1044/jshr.3401.155
History: Received August 28, 1989; Accepted June 8, 1990

The present study examined whether the relative efficacy of two language teaching methods was predicted by pretreatment subject characteristics. Forty handicapped preschoolers were randomly assigned to two language teaching methods (i.e., Milieu Teaching and the Communication Training Program). No main effects of treatment were found. However, seven statistical interactions between pretreatment subject characteristics and language teaching method indicated that lower-functioning children benefitted more from the Milieu method and higherfunctioning children benefitted more from the Communication Training Program. The results were discussed in relation to the extant literature reporting subject-by-language-teachingmethod interactions. The importance of replicating the present results and specific suggestions for subject selection criteria and pretreatment subject characteristics likely to interact with language teaching methods similar to those used in this study are discussed.

Acknowledgments
This research was supported by the U.S. Department of Education grant #G008730528. A portion of this paper was presented at the American Speech-Language-Hearing Foundation’s Treatment Efficacy Conference, San Antonio, TX, March 1989. We gratefully acknowledge Sandy Deal, Angie Eaton, Joe Allen, Barbie White, Maureen Tiernan, Susan Hornbostel, Leslie Rawlings, Rebecca Fischer for their work on the project, Dan Rock for his data analysis help, the private and public schools in Davidson County, TN for their cooperation, and the children for their participation as subjects.
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