The purpose of this paper is to discuss the appropriate role for directives in language intervention. Three types of directives are defined: follow-in, redirectives, and introductions. Two conceptual models for the role of directives in language development are then presented. The research supports the hypothesis that follow-in directives facilitate language development and can play a useful role in intervention. Redirectives are either negatively or nonsignificantly associated with language development and have a less useful role in language intervention. The role of introductions is less clear, and more research needs to be done. Finally, 3 issues, the possible covariation of directiveness and responsiveness, cultural differences in the use of directives, and a useful role for redirectives separate from language development, are discussed.
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