This study analyzed scaffolding techniques in the context of symbolic or pretend play in the case of a child with developmental learning disabilities (DLD). Interactions in four situations were examined and compared: the DLD child in interaction with her mother and with the speech therapist; and a child of similar age, without DLD, in interaction with her mother and with a speech therapist. Results indicate that all the adults involved were most likely to engage in "as if" games with the children. While the therapist controlled the direction of the interaction and produced much informative and less regulatory information, the mother of the control child adopted a more passive approach, limited to observation and initiation of themes, and the mother of the DLD child opted for a more instructive role. The DLD child required a substantial amount of adult scaffolding. Contains 45 references. (MSE)