Journal
MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES RESEARCH REVIEWS
Volume 13, Issue 1, Pages 70-77Publisher
WILEY-LISS
DOI: 10.1002/mrdd.20139
Keywords
communication; language; early intervention; dose; treatment intensity
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Funding
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT [P30HD002528] Funding Source: NIH RePORTER
- NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS [R01DC007660] Funding Source: NIH RePORTER
- NICHD NIH HHS [P30 HD002528, P30 HD02528] Funding Source: Medline
- NIDCD NIH HHS [R01 DC007660] Funding Source: Medline
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Research over the past 50 years has yielded several promising approaches and many specific intervention techniques designed to enhance the communication and language development of young children with intellectual and developmental delays and disabilities. Yet virtually no systematic research has been conducted on the effects of different treatment intensities. We review how intervention intensity has been defined in the literature and propose a set of terms borrowed from medicine that are intended to capture the dynamic aspects of this concept as an aid to further investigation. On the basis of this approach, we propose four types of knowledge that can be generated through the systematic study of treatment intensity and discuss appropriate methods for investigating the effects of differential treatment intensities. We conclude with three recommendations for the field. (C) 2007 Wiley-Liss, Inc. MRDD Research Reviews 2007:13:70-77.
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