Date of Award
Summer 1995
Document Type
Thesis - Restricted
Degree Name
Master of Science (MS)
Department
Communication
First Advisor
Kelly, Donna J.
Second Advisor
Linville, Sue Ellen
Third Advisor
Watkins, Ruth
Abstract
Until the early 1980's pragmatics was not viewed by speech-language pathologists as an important component in the acquisition of a child's language. The importance of social-pragmatics in a young child's language learning process has gained support and acceptance. In 1990, Rice, Sell, and Hadley developed the Social Interactive Coding System, or SICS. The SICS is a descriptive measure that targets the verbal dimension of language on an assertiveness/responsiveness continuum indexed by initiations versus responses for all conversational turns. Although the clinical validity of the SICS has been documented at the group level (i.e., as a group the profiles of specifically language impaired children and normally developing children were found to be significantly different from each other), there is no information available which documents whether the SICS is sensitive to developmental changes in groups of children who are developing language normally. This study targets whether the SICS profiles may be used to differentiate children relative to age and associated levels of linguistic ability.
Recommended Citation
Hovey, Gwen Ellen, "Application of the Social Interactive Coding System (SICS) with Normally Developing Preschoolers" (1995). Master's Theses (1922-2009) Access restricted to Marquette Campus. 1940.
https://epublications.marquette.edu/theses/1940