Systematic Instruction for Social-Pragmatic Language Skills in Lunchroom Settings

Autor/inn/en	Angell, Maureen E.; Bailey, Rita L.; Larson, Laura
Titel	Systematic Instruction for Social-Pragmatic Language Skills in Lunchroom Settings
Quelle	In: Education and Training in Developmental Disabilities, 43 (2008) 3, S.342-359 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Nonverbal Communication; Intervention; Mental Retardation; Language Skills; Pragmatics; Teaching Methods; Interpersonal Communication; High School Students; Program Effectiveness; Skill Development; Communication Skills; Generalization; Context Effect; Friendship; Role Playing; Dining Facilities + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Geistige Behinderung; Language skill; Sprachkompetenz; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Freundschaft; Rollenspiel; Mensa
Abstract	This study involved the extension and adaptation of systematic instructional procedures suggested by Light and Binger (1998) to increase the social-pragmatic language skills of five high school students with moderate cognitive disabilities. Within a single-subject multiple probe research design, we also assessed intervention effects on two skills targeted by classroom teachers. The three primary target behaviors were taking obligatory turns, taking nonobligatory turns, and asking partner-focused questions. The two secondary target behaviors were conversing with appropriate eye contact and using appropriate tone of voice in conversational speech. Overall, results showed positive effects of the intervention on participants' skills with some variability in student performance in generalization (lunchroom) settings. Further research on the effects of various systematic instructional strategies on the social-pragmatic skills of individuals with various disabilities in multiple settings is recommended. (Contains 1 table and 6 figures.) (As Provided).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10