Functional and discourse analyses of nonhandicapped preschool children's speech to handicapped children.

摘要: Functional and discourse analyses of the communicative interactions nonhandicapped preschool children when addressing at different developmental levels were carried out in an instructional setting. Listeners classified as manifesting either mild, moderate, severe, or no delays. The results indicated that appropriately adapted their a manner would suggest increased likelihood messages be understood responded to. In addition, modified appeared to consistent with goals speaker social roles participants. These findings discussed terms relevance issue mainstreaming early intervention.