Linked Life Data

10622371

Source:http://linkedlifedata.com/resource/pubmed/id/10622371

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:dateCreated
2000-2-10
pubmed:abstractText
Individuals with intellectual disability find the process of establishing referents to be an especially challenging component of discourse. The present study was designed to examine whether these problems partly result from a failure of parents to appropriately scaffold the discourse participation of individuals with intellectual disability. Children and adolescents with intellectual disability and their parents participated in two dyadic non-face-to-face referential tasks which afforded parents an opportunity to scaffold their children's behaviour as speaker and as listener. Comparisons were made with parents and their typically developing children who completed the same tasks. It was found that the parents of individuals with intellectual disability scaffolded their children's discourse participation to the same extent, as effectively and in the same manner as the parents of the typically developing children. The former were also found to adjust their scaffolding according to their children's level of behavioural competence. In summary, there is no evidence that parents contribute to the referential problems of individuals with intellectual disability.
pubmed:grant
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:month
Dec
pubmed:issn
0964-2633
pubmed:author
pubmed:issnType
Print
pubmed:volume
43 ( Pt 6)
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
540-57
pubmed:dateRevised
2011-11-17
pubmed:meshHeading
pubmed:year
1999
pubmed:articleTitle
Parental scaffolding of the discourse of children and adolescents with intellectual disability: the case of, referential expressions.
pubmed:affiliation
University of Wisconsin-Madison, 53706, USA. abbeduto@waisman.wisc.edu
pubmed:publicationType
Journal Article, Research Support, U.S. Gov't, P.H.S.