Keywords

Language impairment, access, social competence, social skills, language learning disorder

Abstract

This study investigated the ability of 6 children with specific language impairment (SLI), ages 8;10 to 12;5 (years;months), to enter and participate in an ongoing dyadic interaction. Performance was compared to that of 6 chronological age-matched (CA) peers and 6 language-similar (LS) peers. All children in the LS and CA groups successfully accessed the interaction, and most did so quickly. Two children from the SLI group did not access, and the 4 remaining subjects required varying amounts of time to access. Following successful access, the triadic interactions of subjects were examined. The accessing children with SU talked significantly less, were addressed significantly less, and collaborated less than either of the partners within their triads. Few significant differences were observed between LS or CA children and their partners.

Original Publication Citation

Brinton, B., Fujiki, M., Spencer, J. C., & Robinson, L., (1997). The ability of children with specific language impairment to access and participate in an ongoing interaction. Journal of Speech, Language, and Hearing Research, 40, 1011-1025.

Document Type

Peer-Reviewed Article

Publication Date

1997

Publisher

American Speech-Language-Hearing Association

Language

English

College

David O. McKay School of Education

Department

Communication Disorders

University Standing at Time of Publication

Associate Professor

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