Cascella P W
Department of Communication Disorders, Southern Connecticut State University, New Haven, USA.
Child Adolesc Psychiatr Clin N Am. 1999 Jan;8(1):61-75.
Within both the pragmatics orientation and the revised definition of MR, the discussion of communication disorders for children with MR has begun to de-emphasize a developmental content-form protocol for assessment and intervention. Instead, the current model suggests the importance of communication stimulation and support in daily routines, the nature of which includes the perceptions and expectations of communication partners, and the characteristics of the social interaction that affect communication style.
