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Word of Mouth: A newsletter dedicated to speech & language in school-age children

When deciding on the order for teaching skills, teachers of children with developmental disabilities typically turn to either: 1. Traditional curriculum sequences: Writers of curricula list objectives in the order they think skills should be taught (e.g., assume that learning to sort and sequence objects or to label pictures or locations precedes learning to combine words into sentences), or 2. Normal developmental sequences: Researchers present sequences in which normally developing children actually learn language (e.g., work on cause-effect, requests, semantic categories, etc. before expecting a child to combine words into sentences). This method is typically referred to as the developmental approach, and it has become the basis for goal selection by most communication specialists.