INTERACTIONS OF LANGUAGE-DELAYED AND NORMAL PRESCHOOL BOYS WITH THEIR PEERS

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Abstract
The impact of specific language delay (LD) on peer interactions in preschool children was examined. Three groups of dyads were studied: normal children interacting with normal children, normals interacting with LD children and LD children with each other. The normal children were more likely to initiate interaction when the partner was non-responsive and to attempt to dominate the interaction. Reciprocity in the social interactions of young children, the significant role of dominance and control in interaction and the sensitivity of preschool children to the characteristics of their peers are illustrated.