Videotape Applications in Pragmatic Intervention with Language-Impaired Children

Abstract

In this article, problems in developing pragmatic-based language intervention programs are discussed, and some theoretical applications of client-directed, context-bound video playback are described. Specifically, it is suggested that the use of video systems to record children's behaviors in natural settings and to play back these recordings to children themselves can enhance therapeutic acquisition and expansion of pragmatic, communication-oriented skills. Observations from an experimental language project are presented to support this hypothesis, and the need for further clinical research is identified.