Participation as a basis for developing early intervention outcomes

Martha Wilcox, Juliann Woods

Research output: Contribution to journalArticlepeer-review

35 Scopus citations


Purpose: This article describes how participation in activities/routines can be used as a basis for understanding children's communication and language skills and how that knowledge can be extended to collaborate with families and caregivers to develop meaningful early intervention outcomes. Method: The approach is centered on children's use of communication and language skills to participate in typical activities/routines. Implementation of the approach is based on an understanding of children's performance abilities/disabilities and their use of those abilities to participate in family-identified activities/routines in their natural environments. Discussion and case examples illustrate how communication and language skills can enhance or enable participation in such activities. Family-centered procedures for gathering information about activities/routines from caregivers are described, and strategies for developing outcomes in collaboration with caregivers are presented. Implications: Participation-based outcomes offer speechlanguage pathologists an option for embedding skills within important activities/routines, thereby promoting children's communication and language growth in natural contexts.

Original languageEnglish (US)
Pages (from-to)365-378
Number of pages14
JournalLanguage, speech, and hearing services in schools
Issue number3
StatePublished - Jul 1 2011


  • Early communication and language intervention
  • Early intervention
  • Family-centered early intervention outcomes
  • Participation based
  • Toddlers with communication impairments

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing


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