Facilitating Functional Requesting in Pragmatically Impaired Children Requesting has been described as an early communicative function, one which is often infrequently produced by pragmatically impaired children. This case study presents a framework for assessing and managing a child who displayed a marked deficit in his verbal requests for objects, actions, and information. The assessment focused on evaluating ... Research Article
Research Article  |   October 01, 1982
Facilitating Functional Requesting in Pragmatically Impaired Children
 
Author Notes
  • Lesley B. Olswang, is an Assistant Professor for the University of Washington, Department of Speech and Hearing Sciences, Seattle, WA 98195; requests for reprints should be sent to her there. Elinor Kriegsmann is a Lecturer for the University of Washington, Department of Speech and Hearing Sciences, Child Development and Mental Retardation Center, Seattle. Ann Mastergeorge is a Speech-Language Pathologist for the Scottish Rite Institute, Los Angeles, California, Providence Hospital, Orange County, California.
    Lesley B. Olswang, is an Assistant Professor for the University of Washington, Department of Speech and Hearing Sciences, Seattle, WA 98195; requests for reprints should be sent to her there. Elinor Kriegsmann is a Lecturer for the University of Washington, Department of Speech and Hearing Sciences, Child Development and Mental Retardation Center, Seattle. Ann Mastergeorge is a Speech-Language Pathologist for the Scottish Rite Institute, Los Angeles, California, Providence Hospital, Orange County, California.×
Article Information
Research Articles
Research Article   |   October 01, 1982
Facilitating Functional Requesting in Pragmatically Impaired Children
Language, Speech, and Hearing Services in Schools, October 1982, Vol. 13, 202-222. doi:10.1044/0161-1461.1304.202
History: Received March 12, 1981 , Accepted July 9, 1981
 
Language, Speech, and Hearing Services in Schools, October 1982, Vol. 13, 202-222. doi:10.1044/0161-1461.1304.202
History: Received March 12, 1981; Accepted July 9, 1981

Requesting has been described as an early communicative function, one which is often infrequently produced by pragmatically impaired children. This case study presents a framework for assessing and managing a child who displayed a marked deficit in his verbal requests for objects, actions, and information. The assessment focused on evaluating the child's prerequisite skills and on examining the environment for request opportunities. The intervention consisted of working individually with the child and training his teacher to maximize opportunities for requesting in the classroom. The data indicate an increase in the child's classroom production of elicited requests for objects, actions, and information, and of spontaneous requests for objects and actions. These findings suggest the value of using intervention strategies which focus on the impaired child as well as his or her environment when teaching functional requests. Specific procedures are provided for implementing this two-pronged intervention approach.

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access