Award Date


Degree Type


Degree Name

Master of Science (MS)


Counseling and Educational Psychology and Foundations

First Committee Member

Nasim Dil

Number of Pages



The purpose of this study was to investigate the impact of early intervention services on sixteen young handicapped children who were nonverbal or exhibited limited expressive verbal skills. It was proposed that these children would make gains in all areas of development including cognitive, receptive language, expressive language, fine motor, gross motor, self-help, and social/emotional as a result of carefully and systematically planned intervention. The subjects in this study had expressive language delays ranging from eight to thirty-three months. All children participated in an early intervention learning center that provided services noncategorically using a wholistic and transdisciplinary approach; The findings from this study confirmed that each of the sixteen children made gains in all developmental areas. By implementing Wolery's (1983) formula gains were shown to be a result of early intervention and not merely maturation. Findings for the group as a whole reveal that gains in all areas of development were significant (p {dollar}<{dollar}.0005). Five categorical subgroups formed according to the primary handicapping conditions of the sixteen children all showed gains in each developmental domain.


Children; Early; Expressive; Handicapped; Interventions; Language; Limited; Nonverbal; Skills; Young

Controlled Subject

Early childhood education; Special education

File Format


File Size

4331.52 KB

Degree Grantor

University of Nevada, Las Vegas




If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to and include clear identification of the work, preferably with URL.


IN COPYRIGHT. For more information about this rights statement, please visit