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Redirects: a strategy to increase peer initiations

C M Schuele1, M L Rice, K A Wilcox

  • 1Department of Speech Pathology and Audiology, University of Nevada, Reno, USA.

Journal of Speech and Hearing Research
|December 1, 1995
PubMed
Summary

Teachers can help preschoolers with specific language impairment (SLI) improve peer interactions. A "redirect" strategy successfully encouraged children with SLI to initiate conversations with peers, enhancing social communication skills.

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Area of Science:

  • Child Development
  • Speech-Language Pathology
  • Early Childhood Education

Background:

  • Preschoolers' verbal abilities significantly impact peer interactions.
  • Children with specific language impairment (SLI) often interact more with adults than peers.

Purpose of the Study:

  • To investigate a teacher-implemented strategy called "redirects" to encourage peer initiations in preschoolers with SLI.
  • To assess the effectiveness of redirects in facilitating social communication between children with SLI and their peers.

Main Methods:

  • Four preschool boys diagnosed with SLI participated.
  • Teachers were trained to use redirects, redirecting child-initiated adult interactions towards peers.
  • Data were collected on teacher redirection frequency and child peer initiations.

Main Results:

  • Teacher training effectively increased the use of redirects.
  • Children with SLI consistently initiated peer interactions in response to redirects.
  • Most redirected initiations resulted in conversational responses from peers.
  • Two participants demonstrated generalization of spontaneous peer initiations post-intervention.

Conclusions:

  • The redirect strategy is a viable method for increasing peer-directed initiations in preschoolers with SLI.
  • Teacher-implemented interventions can effectively enhance social communication skills in young children with language impairments.
  • Facilitating peer interactions is crucial for the social development of children with SLI.

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