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Communication Initiations and Repairs in Children With Severely Limited Expressive Language |
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Nancy C. Brady - University of Kansas
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Tammy Steeples - University of Kansas
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Kandace Fleming - University of Kansas
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| SRCLD Year: |
2004 |
| Presentation Type: |
Poster Presentation |
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(na) |
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| - Language Impairment, 0-5 |
| - Language Impairment, School Age |
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Children who have developmental disabilities and limited expressive language are at risk for experiencing frequent communication breakdowns. We investigated the role of receptive and expressive language in children’s initiations and repair attempts in response to communication breakdowns. Fifty five children who communicated with less than 20 words participated in a scripted communication protocol that provided opportunities to initiate and repair behavior regulation and joint attention communication acts. Results showed that both receptive and expressive communication levels were significant predictors of joint attention communication initiations and repairs. Children who communicated with distal points or who used a few spoken words initiated and repaired communication more often than children who used gestures, but did not point or talk. These differences were observed across three different types of communication breakdowns: request for clarification, nonacknowledgement and topic shift. |
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