Guralnick M J, Paul-Brown D
Am J Ment Defic. 1980 Mar;84(5):444-54.
Functional and discourse analyses of the communicative interactions of nonhandicapped preschool children when addressing children at different developmental levels were carried out in an instructional setting. Listeners were classified as manifesting either mild, moderate, severe, or no developmental delays. The results indicated that the nonhandicapped children appropriately adapted their interactions in a manner that would suggest an increased likelihood that messages would be understood and responded to. In addition, the modified interactions appeared to be consistent with the communicative goals of the speaker and the social roles of the participants. These findings were discussed in terms of their relevance to the issue of mainstreaming and early intervention.
在教学环境中，对非残疾学龄前儿童与处于不同发育水平的儿童进行交流互动时的功能和话语分析。听众被分类为表现出轻度、中度、重度发育迟缓或无发育迟缓。结果表明，非残疾儿童以一种能表明信息被理解和回应可能性增加的方式适当地调整了他们的互动。此外，经过调整的互动似乎与说话者的交流目标和参与者的社会角色相一致。就这些发现与主流化和早期干预问题的相关性进行了讨论。
