Qualitative and quantitative analysis of peer conversations reveals friendship dynamics in children with different communication abilities, highlighting social inclusion.
Key Points
This research aims to investigate how children with Down syndrome and their non-Down syndrome friends communicate within their friendships.
Analyzed video-recorded free-play sessions of two friendship dyads aged 8 and 12 years.
Utilized Systematic Analysis of Language Transcripts (SALT) and Discourse Analysis techniques.
Examined core characteristics of friendship such as companionship and emotional support.
Conversations showed evidence of communicative competence despite different linguistic resources.
Friendship dynamics included companionship, guidance, and reassurance, facilitating social inclusion.
Findings underscore the importance of peer communication in supporting friendships among children with language disorders.