Qualitative methodology was used to explore how incarcerated female delinquents described their communication behaviors in multiple contexts, including the influence of maltreatment experiences and their communication skills. Twenty youth ranging in age from 14 to 18 years of age were interviewed about their communications with friends, parents, and other authority figures and how maltreatment related to their communication skills. Data were triangulated through a review of school records, administration of the Clinical Evaluation of Language Fundamentals-3, and interviews. Four themes emerged: participant communication, feelings and emotions, trust, and maltreatment. Results revealed that four participants were potential candidates for language services but had never received any kind of intervention. Implications suggest that speech-language pathologists and educators need to be aware of how maltreatment affects communication. Recommendations include early identification of children with communication problems and collaboration between speech-language pathologists and special educators to address the needs of these children.
This article examines the views of incarcerated and nonincarcerated female adolescents about their performance in and knowledge of communication. Forty-six participants, who ranged in age from 15 to 17 years and were of similar socioeconomic status, were surveyed on two 20-item questionnaires about pragmatic practices that govern conversational interactions. Overall, the results indicated similar findings for the two groups on pragmatic practices. The views of the incarcerated teenagers suggested they did not perceive themselves as having problems with their own performance concerning conversational behaviors. No statistically significant differences between the groups were found on knowledge of the rules governing conversational practices according to societal dictates. Implications for dynamic assessment and intervention are discussed, and service delivery models, metapragmatics, and the role of communication are addressed. In addition, topics in which incarcerated adolescents choose to engage are discussed for the purpose of planning intervention programs.
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