Affiliation:
1. Kent State University,
2. University of Delaware
3. Kent State University
Abstract
This study examined the process of communication within the professional-family relationship by identifying and describing the types and patterns of talk during interactions between 15 families of young children with developmental delays and their respective early interventionists. Videotaped interactions of routine home visits were coded using a computerized coding system designed to record and analyze professional-family talk related to direct and indirect communication approaches. The tapes yielded 13,145 verbal behaviors and 2,155 sequential patterns. Correlational and sequential analyses revealed that when professionals used more indirect verbal behavior there was more active verbal involvement by family members. In addition, specific professional behaviors tended to be followed by particular sequences of interaction. Implications for practice and future research are discussed.
Subject
Psychiatry and Mental health,Developmental and Educational Psychology,Pediatrics, Perinatology, and Child Health
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