2026-09-20T09:23:18Zhttps://digital.lib.washington.edu/server/oai/request

oai:digital.lib.washington.edu:1773/449172026-02-15T20:52:11Zcom_1773_4888col_1773_4970

Pace, Amy Parrish, Lily J 2019-10-15T23:02:19Z 2019-10-15T23:02:19Z 2019-10-15 2019 Parrish_washington_0250O_20574.pdf http://hdl.handle.net/1773/44917 Thesis (Master's)--University of Washington, 2019 The present study aimed to extend the joint engagement literature to the sample population of preschoolers with language impairment (LI) by exploring patterns of joint engagement behaviors in this population. A second question asked if joint engagement behaviors were significantly related to performance on language measures. Following referral from local speech-language pathologists, the joint engagement behaviors exhibited by 14 preschoolers with LI during play-based language samples were rated using behavioral rating items adapted from Adamson, Bakeman, and Suma (2016). We conducted descriptive statistics and correlational analyses to examine total joint engagement (JE), symbol-infused joint engagement (SIJE), and fluency and connectedness (FC). Our findings revealed SIJE and FC are significantly correlated to language measures, confirming previous evidence that supports the significance of joint engagement behaviors in language development, and broadening this line of research to include our sample population of preschoolers with LI. We also highlight the importance of considering a child’s joint engagement and language skills across domains, examining the child’s complete profile. application/pdf en_US none Fluency and Connectedness Joint Engagement Language Development Language Impairment Preschool Symbol Infused Joint Engagement Speech therapy Early childhood education Speech Joint Engagement Behaviors in Preschoolers with Language Impairment Thesis Open Access open.access