Language, Speech, and Hearing Services in Schools Vol.30 83-91 January 1999.
© American Speech-Language-Hearing Association
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Classroom-Based Assessment of a Collaborative Intervention Program With Kindergarten and First-Grade Students

Judith G. Farber 1
Evelyn R. Klein 2
1 Juv-Ed, Inc., Erdenheim, PA
2 Temple University Center for Research in Human Development and Education, Philadelphia, PA

jfarber{at}juved.com

The Maximizing Academic Growth by Improving Communication (MAGIC) comprehensive classroom teacher and speech-language pathologist collaborative intervention program was developed and initially implemented in 12 kindergarten and first-grade classes to determine whether children receiving this language-enriched program performed significantly better than control peers on a curriculum-based test and on teacher reports of classroom communication. Results indicated that weekly classroom intervention resulted in significantly higher scores on the subtests of listening and writing for the children involved in the MAGIC program. Students in the treatment groups demonstrated significantly higher abilities in understanding vocabulary and cognitive-linguistic concepts in addition to increased writing skill development for producing relevant sentences with correct mechanics and spelling.

KEY WORDS: teacher-speech-language pathologist collaboration, integrated service delivery model, classroom intervention, curriculum-based assessment, kindergarten, first grade

Submitted on April 23, 1996
Accepted on June 30, 1998


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