Systematic Instruction for Social-Pragmatic Language Skills in Lunchroom Settings

作者: Maureen E. Angell , Rita L. Bailey , Laura Larson

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摘要: This study involved the extension and adaptation of systematic instructional procedures suggested by Light Binger (1998) to increase social-pragmatic language skills five high school students with moderate cognitive disabilities. Within a single-subject multiple probe research design, we also assessed intervention effects on two targeted classroom teachers. The three primary target behaviors were taking obligatory turns, nonobligatory asking partner-focused questions. secondary conversing appropriate eye contact using tone voice in conversational speech. Overall, results showed positive participants' some variability student performance generalization (lunchroom) settings. Further various strategies individuals disabilities settings is recommended. Students disabilities, particularly those re- without are important for develop quiring augmentative alternative commu- ing meaningful relationships, nication (AAC) systems, often have difficulty Unfortunately, intellectual participating social communication ex- experience difficulties hanges (Furick, 2003; Hatton, 1998). Success- teracting successfully peers (DeGeorge, ful exchanges envi- According National Joint Com ronments involve competent use language, mittee Learning Disabilities (1998), people or pragmatic skills. Pragmatic lan- demonstrate guage been described as problems self-regulatory behaviors, carry out perceptions, inter interactions environment (Levin- actions. development so son, 1983). Pragmatics has defined ciorelational plays key role de "rules contextually so- velopment communicative competence cial purposes" (Beukelman & Mirenda, 1998, (Light, Binger, Agate, Ramsay, 1999). p. 332). Knowledge related inter- may be skill preting sending nonverbal school-age children, behavior commu messages (i.e., contact, facial expressions, patterns developed during body language) required com- years impact students' ability form petent language. Develop- maintain relationships friendships ment prag- lifetime. matic Making friends natural result human maximizing quality life interaction that involves many complex verbal Appropriate transactions among Impaired negatively affect forging between Correspondence concerning this article should ^ withoUt Typical interac

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