A Comparison of Aspects of the Maternal Speech Environment of Retarded and Non‐retarded Children

Davis, Hilton; Oliver, Barley

doi:10.1111/j.1365-2214.1980.tb00805.x

Cited by 10 publications

(4 citation statements)

References 8 publications

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“…Restrictions had to do with mothers' "attempts to reduce the intensity of the child's activity or the manner of its execution", while interference involved "attempts to stop an activity of the child" (p. 220). Similarly, Davis and Oliver (1980) coded prohibitions, along with commands, as instances of directiveness, while Kogan, Wimberger and Bobbitt (1969) included maternal prohibiting and restraining in their definition of control.…”

Section: Multidimensionality Of the Directiveness Constructmentioning

confidence: 99%

Maternal Directiveness in Interactions with Mentally Handicapped Children: An Analytical Commentary

Marfo

1990

Child Psychology Psychiatry

119

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Maternal directiveness is portrayed as a negative interactional phenomenon in the mental retardation literature. Based on the speculation that a directive interactional style is causally related to poor developmental outcomes, the reduction of maternal directive behaviour is becoming a major thrust in early intervention work. This paper questions the characterization of directiveness as an inherently negative interactional phenomenon and highlights limitations in our current understanding of directiveness. Critical issues requiring attention in future research are identified and early interventionists cautioned that management of maternal directive behaviour must be founded on sound, empirically validated principles.

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Section: Multidimensionality Of the Directiveness Constructmentioning

confidence: 99%

Maternal Directiveness in Interactions with Mentally Handicapped Children: An Analytical Commentary

Marfo

1990

Child Psychology Psychiatry

119

View full text Add to dashboard Cite

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“…This style of interaction contributed to the mother feeling helpless (Goldberg, 1977). However, other research suggests that mothers of developmentally disabled infants are particularly able to read their infant’s cues and their actions are synchronous with their infant’s actions (Oliver and Davies, 1980; Yoder and Feagans, 1988). Regardless, it appeared that Intensive Interaction was most helpful for the mothers within this study who had initially struggled to gain a connection.…”

Section: Discussionmentioning

confidence: 99%

Mothers’ experience of Intensive Interaction

Berridge

Hutchinson

2021

J Intellect Disabil

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There is limited research into parents’ experiences of Intensive Interaction. Despite this, there are parents who use it and may hold unique experiences. Exploring this could provide insight into how to support parents using Intensive Interaction. Six mothers, who used Intensive Interaction with their children with intellectual disabilities and/or autism, were interviewed. Results were analysed using interpretative phenomenological analysis. The analysis yielded 10 subordinate themes which were organised into 4 superordinate themes: ‘The Connection’, ‘Bittersweet’, ‘Fighting for Support’ and ‘Challenging Underlying Low Expectations & Stigma’. Intensive Interaction was found to help some mothers feel connected with their child; they appeared to indicate that accessing timely support with Intensive Interaction was beneficial. Intensive Interaction was also perceived to challenge assumptions and stigma, but these factors were also perceived to be potential barriers to using the approach.

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“…In examining the turn-taking of children with mental retardation, researchers have focused largely on dyadic interactions with parents (usually the mother) during free play [Davis and Oliver, 1980;Davis et al, 1988;Tannock, 1988]. In this context, the rate of turn-taking errors (e.g., both members of the dyad speaking simultaneously) is higher for children with mild to moderate mental retardation than expected for their chronological age, but it is nevertheless quite low even for children as young as age 2 years.…”

Section: Taking Turns At Talkingmentioning

confidence: 99%

Pragmatic development in individuals with mental retardation: Learning to use language in social interactions

Abbeduto

Hesketh

1997

Ment. Retard. Dev. Disabil. Res. Rev.

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Pragmatics is the intentional use of language to achieve interpersonal goals. Pragmatic problems figure prominently in the definition and diagnosis of mental retardation. In this article, we describe the pragmatic development of persons with mental retardation, the ways in which their linguistic, cognitive, and social‐emotional limitations influence their pragmatic competence, and the prelinguistic foundations of that competence. Delays in intentional communication during the prelinguistic period are severe and often exceed those in cognitive development. After the transition to language, developmental delays are seen in all components of pragmatics, but the delays are more severe and the final level of achievement lower for some components than for others. Conversational turn‐taking is an area of relative strength, although it remains to be determined whether contextual variations in the rules governing turn‐taking have been mastered. Individuals with mental retardation have special difficulty in learning to formulate their utterances in ways that make their intended referents clear. Development here often lags behind nonverbal cognitive development. Delays also occur in expressing and understanding speech acts, such as requests and questions. Especially problematic is the task of learning to use linguistic politeness formulae when expressing speech acts. Individuals with mental retardation are also delayed in learning to signal when they have not understood an utterance and in learning how to respond to such signals from others, although the extent of their problems here varies with the nature of the task. They achieve a considerable level of topic‐related skill in that they typically produce utterances that are on topic, but the quality of these contributions to the topic is not clear. Pragmatic delays do not appear to be attributable to the language‐learning environments provided for individuals with mental retardation by their parents. It is more likely that these delays result from the cognitive, linguistic, and social‐emotional limitations that define mental retardation, although there remains much to be learned about the relation between specific pragmatic problems and specific limitations in these other domains. MRDD Research Reviews 1997;3:323–333. © 1997 Wiley‐Liss, Inc.

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A Comparison of Aspects of the Maternal Speech Environment of Retarded and Non‐retarded Children

Cited by 10 publications

References 8 publications

Maternal Directiveness in Interactions with Mentally Handicapped Children: An Analytical Commentary

Maternal Directiveness in Interactions with Mentally Handicapped Children: An Analytical Commentary

Mothers’ experience of Intensive Interaction

Pragmatic development in individuals with mental retardation: Learning to use language in social interactions

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