Final answer:
The statement is true; consideration of a child's specific language skills, age, nonverbal intelligence level, and verbal behavior is essential in the development of individualized language intervention goals.
Step-by-step explanation:
The statement that "children's profiles for specific language skills, age, nonverbal intelligence level, and amount of verbal behavior are often considered in developing intervention goals" is true. These characteristics are critical in tailoring language intervention programs to the individual needs of a child. For example, in the case of Genie, a child who was isolated and did not acquire language during the critical period, her late-stage language acquisition provided valuable insights into cognitive development. Studies show that sequences of language development are consistent across cultures but can be affected by environmental factors, such as socio-economic background and child care practices.
Understanding how early language ability and progression differ across income levels also contributes to how intervention goals are developed. Hart and Risley's research on early language acquisition across socio-economic statuses highlighted significant differences in the number of words a child is exposed to, which drastically affects language skills and cognitive development. This variance in language exposure is a critical consideration when designing and implementing effective language interventions for children with different backgrounds.