Abstract
Statement of Problem The purpose of this study was to investigate changes in verbal feedback as measured by Question, Command and Statement rates between a mother and her language-delayed child when presented with two types of referential communication tasks. The null hypothesis were 1) There will be no differences in rates of Questions, Commands and Statements between Phase I when the mother was directing the task and Phase II, where the child was directing the task, and 2) There will be no differences in rates of Questions, Commands and Statements across the Sessions in Phase I or across the Sessions in Phase II.
Sources of Data Referential communication tasks were presented to a mother and her language-delayed son during 12 home visits. A single subject design was used. Phase I consisted of seven sessions and required the mother to describe various pictures in sufficient detail so that the child, separated by a visual barrier, could replicate the pictures using cutout figures. Phase II consisted of five sessions and required the child to describe the pictures and the mother to replicate the pictures using cut-out figures. All utterances were tape recorded and analyzed later. Accuracy in producing the visual figures was also scored.
Conclusions Reached The results of this study indicated that completion of the referential communication tasks necessitated verbal feedback between mother and child. Changes in Question, Command and Statement rates occurred for mother and child across Phase I and Phase II. Changes in utterance rates were noted within Phase I for mother and child as well. A number of these changes were reciprocal between mother and child. Finally these changes in talking patterns did not directly produce more accuracy in placing the visual figures.