Changes in the frequency of Language Use by Down's Syndrome Children Interacting with Nonretarded Peers

Abstract

This study investigated the changes in frequency of language used by six Down's syndrome children as they interacted with nonretarded peers within a normal school playground setting. Each child was observed once a week over a 9-week period. Recordings were made of the percentage of the observation period engaged in interaction, frequency of initiation of an interaction, and frequency of responding to peers’ verbal directions. As a group the Down's syndrome children demonstrated a positive relationship between percentage of time engaged in interaction and the increasing frequency of language use in interaction. However, a less consistent relationship emerged when the scores of the children were examined on an individual basis. Implications were drawn regarding the benefits which may accrue to a retarded child from interaction with his nonretarded peers.