Abstract

We present a view of language that crosses modal considerations (e.g., speech vs. augmentative systems) and places language within an interaction framework. We emphasize the need to consider normal social, cognitive, and linguistic development in selecting program guidelines for developmentally delayed persons. We address the child's linguistic code not as a set of phonetic, syntactic, and semantic features that can be trained in isolation, but as a means by which he can exercise the various pragmatic uses of communication. In effect, our interest has thus expanded from the child alone to the child as one member of a communicating dyad. Programming in the areas of mother's verbal input, expanding children's language skills, training in augmentative systems--all reflect an overriding objective of optimizing the language-user's ability to successfully participate in interactions with other persons in his/her environment.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.