Promoting Social Communication in a Child with Specific Language Impairment

Autor/inn/en	O'Handley, Roderick D.; Radley, Keith C.; Lum, John D. K.
Titel	Promoting Social Communication in a Child with Specific Language Impairment
Quelle	In: Communication Disorders Quarterly, 37 (2016) 4, S.199-210 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740115595346
Schlagwörter	Interpersonal Communication; Language Impairments; Language Skills; Communication Skills; Intervention; Parent Attitudes; Teacher Attitudes; Child Development; Elementary School Students; Child Behavior; Speech Language Pathology; Rating Scales; Pretests Posttests; Skill Development; Program Effectiveness; Language Tests; Behavior Assessment System for Children; Oral and Written Language Scales + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Sprachkompetenz; Kommunikationsstil; Elternverhalten; Lehrerverhalten; Kindesentwicklung; Rating-Skala; Kompetenzentwicklung; Qualifikationsentwicklung; Language test; Sprachtest
Abstract	Social difficulties represent a major area of concern in children with specific language impairment (SLI). Social skills interventions targeting communication or language skills of children with SLI have been generally ineffective. The current study tested the efficacy of a social skills intervention consisting of multiple behavioral interventions to increase nonverbal, verbal, and turn-taking conversation skills of an 8-year-old male with SLI. Using a multiple baseline across skills design, data were collected in a university clinic setting. Visual analysis indicated that when training for a target skill was introduced, percentage of skill steps successfully demonstrated increased. In addition, pre- and postintervention standardized rating scales completed by parents and teachers indicated improvements in pragmatic skill use in nontraining environments. Results and implications are described in terms of utilization of interventions for pragmatic skills of children with SLI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01