The Role of Nonprofessional Persons in Teaching Language Skills to Mentally Retarded Children

Abstract

This study reviews a 2 year research project in which two former psychiatric aides were trained to serve as language developmentalists for small groups of institutionalized severely retarded children. Forty children participating in the program were compared with a matched control group on variables of IQ, language age, and social quotient. Children attending language classes met daily for approximately one hour. They were taught from the Peabody Language Development Kits and a series of lessons developed during the project. Results showed significantly greater language scores made by the language training group. IQ score increases were equivocal, but again favored those children attending language classes.