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Antecedent and Consequent Stimuli in Teacher-Child Dyads
- American Annals of the Deaf
- Gallaudet University Press
- Volume 132, Number 3, July 1987
- pp. 227-231
- 10.1353/aad.2012.0762
- Article
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This longitudinal study presents the communication techniques utilized by teachers interacting with four hearing impaired preschool children. Analysis of the interactions revealed that teachers relied extensively upon three techniques: label/model, extension and correction. The infrequent use of techniques such as expansion, completion, reinforcement, repetition and simple expatiation, which provide a richer language environment, is discussed. The implications of the use of linguistically restrictive techniques upon the language of young hearing impaired children are also discussed.