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Journal of Early Intervention
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Maternal Language in Teaching and Play Interactions With Handicapped Babies

Jeanette A. Walker

Department of Special Education, University of Illinois

Mark H. Levine

Department of Special Education, University of Illinois

Diane M. Grasse

Colonel Wolfe School, Champaign, Illinois

The amazing match between the characteristics of the language that mothers use with their babies and the babies' developmental and leaming needs is highly dependent on the cues that the baby provides and the reciprocal roles that are made possible by these cues. A further factor that influences the characteristics of maternal language is the mother's intent in particular types of situations. Different characteristics of maternal language have been related to the rate of language acquisition in babies. Handicapped babies may differ from nonhandicapped in ways that influence the language the babies hear, with important consequences for development. The present study examined maternal language to handicapped babies in two situations-play and teaching—in relation to directiveness and to how related the mothers' language was to the baby's current focus of attention. Results indicated that the mothers' language was highly related to the babies' focus of attention in both situations. However, it was proportionately less related to the preceding vocalization than to the activity. In both situations, the use of commands was higher than has been found with nonhandicapped babies, and was even greater in the teaching situation. Implications of these results for development and for intervention are discussed.

Journal of Early Intervention, Vol. 5, No. 1, 86-96 (1982)
DOI: 10.1177/105381518200500111
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