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Related Experiment Videos

Communicative interaction between teachers and children with severe handicaps.

R M Hodapp, D W Evans, B A Ward

    Mental Retardation
    |December 1, 1989
    PubMed
    Summary

    Teachers adapt language complexity for children with severe handicaps based on communication level and responses. However, utterance structure showed less attunement to the child's abilities during early language development.

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    Area of Science:

    • Developmental Psychology
    • Linguistics
    • Special Education

    Background:

    • Early language development in children with severe handicaps presents unique challenges.
    • Understanding teacher input is crucial for effective intervention strategies.
    • Limited research exists on the specific linguistic adaptations made by teachers.

    Purpose of the Study:

    • To examine the content and structure of teacher input language.
    • To investigate how teachers adjust language based on children's communicative abilities and responses.
    • To identify potential issues in adult-child linguistic interactions for children with handicaps.

    Main Methods:

    • Video recordings of 21 teacher-child dyads during semi-structured play.
    • Children were assessed on their level of communicative abilities.

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  • Analysis of teacher linguistic input, including complexity and modulation.

    • Main Results:

    • Teachers successfully adjusted the complexity of their language requests to match the child's communication level.
    • Teachers modulated their requests dynamically based on immediate child responses.
    • The structural complexity of teacher utterances was less aligned with children's communicative levels.

    Conclusions:

    • Teachers demonstrate sensitivity to children's communication levels and responses in early language interactions.
    • Further attention is needed to align the structural aspects of teacher language with the developmental needs of children with severe handicaps.
    • Addressing challenges in adult-child linguistic interactions can enhance language development outcomes.