Classroom-Based Versus Pull-Out Interventions: A Review of the Experimental Evidence
EBP Briefs
McGinty, A. S., & Justice, L. M. (2007).
EBP Briefs, 1(1), 1-14.
This systematic review compares the effects of classroom-based interventions to the effects of pull-out interventions on language-based outcomes (i.e., phonology, syntax, pragmatics, vocabulary) in preschool- and school-age children, 2-8 years old, with specific language impariment.
Positive findings were noted for group, classroom-based inclusive models in which speech-language pathologists and teachers co-taught language lessons.
