The purpose of the present study was to examine the use of language functions and language interactions in a structured setting with normal and language-disordered preschool children. The behaviors measured included greetings, labelling, descriptions, affirmations, negations, revisions, personal, requesting and turn-taking. Results indicated statistically significant differences between the subject groups. The language-disordered children performed less appropriately than normal children on the average across all measures with a greater difference on some measures than others. These results are discussed relative to assessment and treatment issues.
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