Comparison of Adult-Initiated vs. Child-Initiated Interaction Styles with Handicapped Prelanguage Children Speech-language pathologists are increasingly providing intervention to younger and more severely handicapped children. The methods and strategies that the adult uses in interacting with this population are important considerations in treatment. The results of this study comparing adult-initiated vs. child-initiated interaction styles indicate that prelanguage children engage in a greater ... Research Article
Research Article  |   January 01, 1990
Comparison of Adult-Initiated vs. Child-Initiated Interaction Styles with Handicapped Prelanguage Children
 
Author Affiliations & Notes
  • Janet A. Norris
    Division of Communication Disorders, Louisiana State University, Baton Rouge, LA
    Division of Communication Disorders, Louisiana State University, Baton Rouge, LA
  • Paul R. Hoffman
    Division of Communication Disorders, Louisiana State University, Baton Rouge, LA
Article Information
Development / Special Populations / Genetic & Congenital Disorders / Speech, Voice & Prosody / Research Articles
Research Article   |   January 01, 1990
Comparison of Adult-Initiated vs. Child-Initiated Interaction Styles with Handicapped Prelanguage Children
Language, Speech, and Hearing Services in Schools, January 1990, Vol. 21, 28-36. doi:10.1044/0161-1461.2101.28
History: Received September 28, 1987 , Accepted November 3, 1988
 
Language, Speech, and Hearing Services in Schools, January 1990, Vol. 21, 28-36. doi:10.1044/0161-1461.2101.28
History: Received September 28, 1987; Accepted November 3, 1988

Speech-language pathologists are increasingly providing intervention to younger and more severely handicapped children. The methods and strategies that the adult uses in interacting with this population are important considerations in treatment. The results of this study comparing adult-initiated vs. child-initiated interaction styles indicate that prelanguage children engage in a greater frequency and higher developmental level of communicative behaviors when the interaction is child-initiated.

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