Investigates the consequences of a contemporary natural experiment forced upon a lawyer who suffered a massive stroke and severe aphasia, losing almost completely the ability to speak meaningful language. With the help of therapists, he learned to speak three words. The author investigates how such coconstruction is accomplished. (41 references)…

The Verbal Interaction Analysis System is presented as an assessment of initial, dyadic conversations. Application of the VIAS to two case studies featuring mildly to moderately intellectually disabled adults shows how the VIAS provides an index of competence and assists in the development of specific treatment strategies. (Author/JDD)

The effects of different patterns of adult social interaction during play on children's exploration of toys and emotional responses was investigated with four preschoolers with moderate developmental delays. Results suggested more positive emotional responses during child-centered play than during the adult-centered condition and the possible…

This study of the patterns of contact among 12 students (ages 4-17) with deaf-blindness and their nondisabled age peers at school revealed that students engaged in slightly less than 90 minutes per day in social contact. Many students with deaf-blindness were not developing stable (repeating) contacts with any of their peers. (Author/JDD)

The effects of a shared teacher-child play intervention on the amount and type of targeted play behaviors of young children with blindness were evaluated. Nondirective strategies (following the child's lead to make indirect play suggestions, modeling appropriate play activities, and participating as a play partner) resulted in improved play…

This article describes the Language Interaction Intervention Program (LIIP) used in preschool classes for handicapped children in central New Jersey. Covered are the LIIP curriculum rationale, the LIIP model, the original evaluation study, and a replication study showing the program was effectively replicated with mothers appropriately changing…

This study investigated the effects of teaching sociodramatic scripts on interactions among three triads, each containing two typical preschool children and one child with autistic characteristics. Results supported the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during…

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities (n=6). Results indicated that social interaction continued at the levels found during intervention and was maintained during a short maintenance period. (Author/DB)

This study of 5 hearing-impaired and 6 normally hearing children (ages 1-3) and their mothers found that mother directives were more frequently expressed during interaction with children exhibiting less advanced language abilities, and both groups of children were more likely to produce topically related responses to their mother's directive…

It is argued that the marketing concept should be applied to the student-teacher interaction in colleges and universities, focusing on marketing's consumer orientation, whereby the exchange process is driven by the desire of one party to satisfy the needs of the other. Relevant marketing mix variables are outlined. (MSE)

Analysis of the social exchanges of 33 toddlers with developmental disabilities showed that more of the observation time was spent socially with mothers than with peers, and the number of turns per exchange was longer with mothers. However, toddlers initiated more social exchanges with peers than with mothers. Few changes were exhibited over time.…

Conversational analysis was used to evaluate conversation between an adult with autism and a researcher. Analysis identified differences in conversational style based on such features as topic movement, topic maintenance, repairs, interference from earlier structures, common collocations, overlaps, latching, and pauses. Findings suggest the…

States that college and university students who participate in collaborative-learning programs tend to show higher levels of achievement than do their peers in more traditional classroom settings. Focuses on methods and strategies for assessing student interaction in collaborative-learning settings and portrays verbal-interaction analysis as a…

This study examined the ability of six children with specific language impairment (SLI), ages 8 to 12, to particpate in a negotiation sequence with two same-age peers in triadic interactions. Children with SLI produced significantly fewer negotiation strategies and used developmentally lower level strategies than peers. The coding system is…

Examined the dynamics of classroom interaction through an analysis of interactive patterns that emerged during an English conversation class. Explored the potentials and constraints of the identified patterns. (Author/VWL)