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Titolo:
Interaction between children with cerebral palsy and their mothers: the effects of speech intelligibility
Autore:
Pennington, L; McConachie, H;
Indirizzi:
Univ Manchester, Sch Educ, Manchester M13 9PL, Lancs, England Univ Manchester Manchester Lancs England M13 9PL M13 9PL, Lancs, England Univ Newcastle, Dept Child Hlth, Newcastle, NSW 2308, Australia Univ Newcastle Newcastle NSW Australia 2308 ewcastle, NSW 2308, Australia
Titolo Testata:
INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS
fascicolo: 3, volume: 36, anno: 2001,
pagine: 371 - 393
SICI:
1368-2822(200107/09)36:3<371:IBCWCP>2.0.ZU;2-5
Fonte:
ISI
Lingua:
ENG
Soggetto:
MENTALLY-HANDICAPPED CHILDREN; COMMUNICATION; INFANTS; PARENT; INTERVENTION; FATHERS;
Keywords:
mother-child interaction; cerebral palsy; augmentative and alternative communication; speech disorder;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
51
Recensione:
Indirizzi per estratti:
Indirizzo: Pennington, L Univ Manchester, Sch Educ, Manchester M13 9PL, Lancs, England Univ Manchester Manchester Lancs England M13 9PL s, England
Citazione:
L. Pennington e H. McConachie, "Interaction between children with cerebral palsy and their mothers: the effects of speech intelligibility", INT J LAN C, 36(3), 2001, pp. 371-393

Abstract

Children with cerebral palsy and severe speech disorders have been described as passive communicators, whose conversation partners control and dominate interaction. This paper studies the effects of speech intelligibility oninteraction between mothers and their children with cerebral palsy to examine if similar patterns of child passivity and adult domination are also observed in dyads in which children are physically dependent but naturally intelligible to their parents. Two groups, each of 20 children who had four-limb cerebral palsy and who differed in their speech intelligibility, participated in the study. Children in Group I (whose interaction has been previously reported) were unintelligible to their parents out of context. Children in Group 2 had speech that was understood without situational cues. Children and their mothers were videotaped playing with a set of toys that had been shown to elicit from non-disabled children a full range of the conversational moves and speech acts targeted in the study. Videotaped interaction was transcribed and coded at three levels to show conversation structure, the pragmatic functions expressed and the method of communication used. Percentage distribution of coding categories was compared across groups using coda. Results showed that verbally intelligible children initiated more conversations and used their communication for a wider range of functions than did non-speaking children, for whom more restricted patterns of conversation were noted. Unexpectedly, few differences were observed between the two groups of mothers, who initiated and closed most exchanges. Implications forintervention are discussed.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 05/04/20 alle ore 00:00:09