Partner influences on the social pretend play of children with language impairments

Language, Speech, and Hearing Services in Schools

Volumn 33, Issue 4, 2002, Pages 253-267

  DeKroon, Debbie M A ^a   Kyte, Christiane S ^a   Johnson, Carla J ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

Language; Language disorders; Peers; Play; Social interaction

Indexed keywords

EID: 0036803507     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2002/021)     Document Type: Article

References (39)

1. Brinton, B., Fujiki, M., & Higbee, L.M. (1998). Participation in cooperative learning activities by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1193-1206.
2. Brinton, B., Fujiki, M., Spencer, J.C., & Robinson, L.A. (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.
3. Casby, M.W. (1997). Symbolic play of children with language impairment: A critical review. Journal of Speech, Language, and Hearing Research, 40, 468-479.
4. Craig, H.K. (1993). Social skills of children with specific language impairment: Peer relationships. Language, Speech, and Hearing Services in Schools, 24, 206-215.
5. Craig, H.K., & Gallagher, T.M. (1986). Interactive play: The frequency of related verbal responses. Journal of Speech and Hearing Research, 29, 375-383.
6. Craig, H.K., & Washington, J.A. (1993). Access behaviors of children with specific language impairment. Journal of Speech and Hearing Research, 36, 322-337.
7. Dunn, L.M., & Dunn, L.M. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Services.
8. Farver, J.M., & Shin, Y.L. (1997). Social pretend play in Korean and Anglo-American preschoolers. Child Development, 68, 544-556.
9. Fey, M.E. (1986). Language intervention with young children, Austin, TX: Pro-Ed.
10. Fey, M.E., & Leonard, L. (1984). Partner age as a variable in the conversational performance of specifically language-impaired and normal-language children. Journal of Speech and Hearing Research, 27, 413-423.
11. Gertner, B.L., Rice, M.L., & Hadley, P.A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37, 913-923.
12. Goldstein, H., & Cisar, C.L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280.
13. Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interactions among preschoolers with and without disabilities: Effects of across-the-day peer intervention. Journal of Speech, Language, and Hearing Research, 40, 33-48.
14. Goldstein, H., & Gallagher, T.M. (1992). Strategies for promoting the social-communicative competence of young children with specific language impairment. In S.L. Odom, S.R. McConnell, & M.A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 189-213). Baltimore: Paul H. Brookes.
15. Guralnick, M., Connor, R., Hammond, M., Gottman, J., & Kinnish, K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67, 471-789.
16. Guralnick, M., & Groom, J. (1987). The peer relations of mildly delayed and non-handicapped preschool children in main-streamed play groups. Child Development, 58, 1556-1572.
17. Hadley, P.A., & Rice, M.L. (1991). Conversational responsiveness of speech and language-impaired preschoolers. Journal of Speech and Hearing Research, 34, 1308-1317.
18. Howes, C. (1987). Social competence with peers in young children: Developmental sequences. Developmental Review, 7, 252-272.
19. Howes, C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development, 53(1, Serial No. 217).
20. Howes, C., Droege, K., & Matheson, C. (1994). Play and communicative processes within long- and short-term friendship dyads. Journal of Social and Personal Relationships, 2, 401-410.
21. Howes, C., & Matheson, C. (1992). Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 5, 961-974.
22. Howes, C., Unger, O., & Seidner, L.B. (1989). Social pretend play in toddlers: Parallels with social play and with solitary pretend. Child Development, 60, 77-84.
23. Jenkins, J.R., Odom, S.L., & Speltz, M.L. (1989). Effects of social integration on preschool children with handicaps. Exceptional Children, 55, 420-428.
24. Leonard, L.B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
25. Lovell, K., Hoyle, H., & Siddall, M. (1968). A study of some aspects of the play and language of young children with delayed speech. Journal of Child Psychology and Psychiatry, 9, 41-50.
26. Marvin, C., & Hunt-Berg, M. (1996). Let's pretend! A semantic analysis of preschool children's play. Journal of Children's Communication Development, 17, 1-10.
27. McCabe, J., Jenkins, J., Mills, P., Dale, P., Cole, K., & Pepler, L. (1996). Effects of play group variables on language use by preschool children with disabilities. Journal of Early Intervention, 20, 329-340.
28. Miller, S. (1987). Developmental research methods. Englewood Cliffs, NJ: Prentice-Hall.
29. Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.
30. Nelson, K., & Seidman, S. (1984). Playing with scripts. In I. Bretherton (Ed.), Symbolic play (pp. 45-71). Orlando, FL: Academic Press.
31. Odom, S.L., McConnell, S.R., McEvoy, M.A., Peterson, C., Ostrosky, M., Chandler, L.K., et al. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19, 75-91.
32. Odom, S.L., & Strain, P.S. (1984). Peer-mediated approaches to promoting children's social interaction: A review. American Journal of Orthopsychiatry, 54, 544-557.
33. Reynell, J.K. (1985). Reynell Developmental Language Scales-Revised. Windsor, England: NFER-Nelson.
34. Rice, M.L. (1993). "Don't talk to him; he's weird": A social consequences account of language and social interactions. In A.P. Kaiser & D.B. Gray (Eds.), Enhancing children's communication: Research foundations for intervention (pp. 139-158). Baltimore: Paul H. Brookes.
35. Rice, M.L., Sell, M.A., & Hadley, P.A. (1991). Social interactions of speech- and language-impaired children. Journal of Speech and Hearing Research, 34, 1299-1307.
36. Roberts, J.E., Burchinal, M.R., & Bailey, D.B. (1994). Communication among preschoolers with and without disabilities in same-age and mixed-age classes. American Journal on Mental Retardation, 99, 231-249.
37. Robertson, S.B., & Ellis Weismer, S. (1997). The influence of peer models on the play scripts of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 49-61.
38. Roth, F., & Clark, D. (1987). Symbolic play and social participation abilities of language-impaired and normally developing children. Journal of Speech and Hearing Disorders, 52, 17-29.
39. Yin, R.K. (1989). Case study research: Design and methods (rev. ed.). Newbury Park, CA: Sage.