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|Title:||Prelinguistic Interactions, Child-Addressed Speech, and Nonlinguistic Interaction Strategies: A Comparison of Severely Handicapped Child-Caregiver Dyads With Cognitively-Similar Nonhandicapped Child-Caregiver Dyads|
|Author(s):||Koenig, Mareile Anne|
|Department / Program:||Speech and Hearing Science|
|Discipline:||Speech and Hearing Science|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Health Sciences, Speech Pathology
|Abstract:||The purpose of this investigation was to examine the features of child-caregiver interactions which are likely to influence initial semantic development and to assess whether the natural interactive experiences of prelinguistic severely handicapped children are as likely as those of cognitively-similar nonhandicapped children to promote initial language comprehension. This was done by comparing the interactions of five prelinguistic severely handicapped child-caregiver dyads with those of five cognitively-similar nonhandicapped child-caregiver dyads.
Results indicated that the severely handicapped children provided their caregivers with as many clues to the objects of their attention as the nonhandicapped children did, but that the former used prelinguistic gestures significantly less often than the latter. Further, the two groups of children received a similar amount of linguisitic stimulation, but the handicapped children's caregivers used a significantly lower proportion of utterances which referred to the objects of their children's attention. In addition, the handicapped children were less likely to hear object labels reflecting their patterns of categorizing objects, and they were more likely to hear imperative utterances which did not refer to their immediate focus of attention. Finally, the handicapped children's caregivers used certain nondirective interactions significantly less often, and certain directive interactions significantly more often than the nonhandicapped children's caregivers did.
These results suggest that the natural interactive experiences of prelinguistic severely handicapped children who are functioning at sensorimotor stage 5 are not as likely to promote the initial acquisition of language as those of cognitively-similar nonhandicapped children. Further research is needed to assess the effects of developmentally-appropriate stimulation on severely handicapped children's emerging comprehension vocabularies.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-16|
This item appears in the following Collection(s)
Dissertations and Theses - Speech and Hearing Science
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois