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Reciprocity in segments of interacti...

Linam, Angela Christine.

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Reciprocity in segments of interaction with children with pervasive developmental disorders.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Reciprocity in segments of interaction with children with pervasive developmental disorders./
Author:	Linam, Angela Christine.
Description:	150 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-09, Section: B, page: 4749.
Contained By:	Dissertation Abstracts International58-09B.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9809089
ISBN:	0591594730

Reciprocity in segments of interaction with children with pervasive developmental disorders.
Linam, Angela Christine.

Reciprocity in segments of interaction with children with pervasive developmental disorders. - 150 p.

Source: Dissertation Abstracts International, Volume: 58-09, Section: B, page: 4749.

Thesis (Ph.D.)--The University of Texas at Dallas, 1997.

Reciprocity is created by the balance of all behaviors (verbal and nonverbal, directed and non-directed, communicative and non-communicative) of both partners in an interaction that is built around a shared topic or mutual goal. Examining characteristics of interactions with varying degrees of reciprocity is one means of illuminating factors which play a role in the development of communicative competence. At present, there is no means for assessing interactions with children with Pervasive Developmental Disorders (PDD) for degree of reciprocity that includes all of the behaviors which contribute to the appearance of reciprocity. The present investigation was conducted on interactions with graduate student speech-language clinicians and children with PDD. Investigating children with PDD yields ample opportunity to evaluate interactions which vary along the dimension of reciprocity. Degree of reciprocity in the interactions was established by examining the balance of clinician acts to child acts. The "balance of acts" was determined by calculating the ratio of the total frequency of clinician acts to the total frequency of child acts. The relationship between occurrence of specific clinician and child behaviors and the ratio of clinician to child acts was analyzed. Results yielded an affirmative answer to the question, "Is a balance between the frequencies of total clinician and child acts associated with an increase in interactive behaviors even for children with documented deficits in social interaction?". Results indicated that increased child active participation in the interaction, including increased use of communication, was associated with interactions having a "balance of acts." Since children with PDD do not communicate for joint attention or social interaction purposes as often as other children, the increased production of Joint Attention acts and Social Requests in balanced interactions is of particular significance. It appears that by acting at a pace similar to the child's, the clinician provides the child with a scaffold that supports the child's interactive and communicative attempts. Results also indicated that behaviors typically perceived as obstacles to optimal interaction do not necessarily reflect a failing interaction. Results have implications for the development of assessment protocols and intervention techniques for use with children with PDD.

ISBN: 0591594730Subjects--Topical Terms:

1017530
Education, Early Childhood.

Reciprocity in segments of interaction with children with pervasive developmental disorders.
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100 1 $a Linam, Angela Christine. $3 1261939
245 1 0 $a Reciprocity in segments of interaction with children with pervasive developmental disorders.
300 $a 150 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-09, Section: B, page: 4749.
500 $a Supervisor: Robert Stillman.
502 $a Thesis (Ph.D.)--The University of Texas at Dallas, 1997.
520 $a Reciprocity is created by the balance of all behaviors (verbal and nonverbal, directed and non-directed, communicative and non-communicative) of both partners in an interaction that is built around a shared topic or mutual goal. Examining characteristics of interactions with varying degrees of reciprocity is one means of illuminating factors which play a role in the development of communicative competence. At present, there is no means for assessing interactions with children with Pervasive Developmental Disorders (PDD) for degree of reciprocity that includes all of the behaviors which contribute to the appearance of reciprocity. The present investigation was conducted on interactions with graduate student speech-language clinicians and children with PDD. Investigating children with PDD yields ample opportunity to evaluate interactions which vary along the dimension of reciprocity. Degree of reciprocity in the interactions was established by examining the balance of clinician acts to child acts. The "balance of acts" was determined by calculating the ratio of the total frequency of clinician acts to the total frequency of child acts. The relationship between occurrence of specific clinician and child behaviors and the ratio of clinician to child acts was analyzed. Results yielded an affirmative answer to the question, "Is a balance between the frequencies of total clinician and child acts associated with an increase in interactive behaviors even for children with documented deficits in social interaction?". Results indicated that increased child active participation in the interaction, including increased use of communication, was associated with interactions having a "balance of acts." Since children with PDD do not communicate for joint attention or social interaction purposes as often as other children, the increased production of Joint Attention acts and Social Requests in balanced interactions is of particular significance. It appears that by acting at a pace similar to the child's, the clinician provides the child with a scaffold that supports the child's interactive and communicative attempts. Results also indicated that behaviors typically perceived as obstacles to optimal interaction do not necessarily reflect a failing interaction. Results have implications for the development of assessment protocols and intervention techniques for use with children with PDD.
590 $a School code: 0382.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Health Sciences, Human Development. $3 1019218
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Psychology, Developmental. $3 1017557
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710 2 0 $a The University of Texas at Dallas. $3 1018411
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791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9809089