The interactional dimensions of language therapy
Date of Original Version
This article distinguishes between adult- and child-centered intervention practices according to five interrelated dimensions of therapy context: the event, the agenda, the interactional lead, evaluation, and repair. To illustrate how these five dimensions could potentially manifest themselves during interaction, clinicians were asked to engage a child of their own choosing in both adult- and child-centered intervention. The present discussion focuses on a turn-by-turn analysis of an excerpt from one of the child-centered language therapy sessions. Analysis reveals that simply doing away with three-part quiz question sequences, eliminating explicit verbal evaluations of a child's communicative performance, and changing the function of repair does not necessarily result in a more child-centered interaction. To evaluate the child-centeredness of intervention, one must understand the communicative relationships between speakers as they manifest them-selves during ongoing sequences of interaction that are embedded in therapeutic events.
Publication Title, e.g., Journal
Language, Speech, and Hearing Services in Schools
Kovarsky, Dana, and Judith F. Duchan. "The interactional dimensions of language therapy." Language, Speech, and Hearing Services in Schools 28, 3 (1997): 297-307. doi: 10.1044/0161-1461.2803.297.