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ERIC Number: EJ1110904
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0271-8294
Words Are Not Enough: Providing the Context for Social Communication and Interaction
Rollins, Pamela Rosenthal
Topics in Language Disorders, v36 n3 p198-216 Jul-Sep 2016
This article elucidates the unfolding of 3 phases of cognitive development through which typical children move during the first 2 years of life to illuminate the interrelationships among early cognition, communicative intention, and word-learning strategies. The resulting theoretical framework makes clear the developmental prerequisites for social communication and sheds light on how some children with autism spectrum disorder can learn words and phrases but fail to develop true social language. This framework is then applied to a case example of a child called Henry, using data from 10-min videos of clinician-child interaction that were collected each week to evaluate the child's progress in social communication while working with his graduate-student clinician. Eye-tracking data also were collected as an indirect measure of eye contact. The data showed that Henry made progress in social engagement, reciprocal verbal interactions, and diversity of communicative intentions. In addition, eye-tracking data suggested an increase in eye contact commensurate with a typical age mate. Implications for social communication intervention are discussed.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A