"Do I Know What I Need to Do?" A Social Communication Intervention for Children with Complex Clinical Profiles

Autor/inn/en	Timler, Geralyn R.; Olswang, Lesley B.; Coggins, Truman E.
Titel	"Do I Know What I Need to Do?" A Social Communication Intervention for Children with Complex Clinical Profiles
Quelle	In: Language, Speech, and Hearing Services in Schools, 36 (2005) 1, S.73-85 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2005/007)
Schlagwörter	Intervention; Speech Language Pathology; Communication Disorders; Feasibility Studies; Case Studies; Child Behavior; Fetal Alcohol Syndrome; Program Implementation; Role Playing; Check Lists; Language Skills; Children; Behavior Problems; Cognitive Ability; Verbs; Social Cognition; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Kommunikationsstörung; Case study; Fallstudie; Case Study; Fetal alcohol spectrum disorders; Alkoholembryopathie; Rollenspiel; Checkliste; Language skill; Sprachkompetenz; Child; Kind; Kinder; Denkfähigkeit; Soziale Kognition
Abstract	Purpose: Speech-language pathologists frequently address social communication difficulties in children with diverse clinical profiles. The purpose of this study was to investigate the feasibility of a social communication intervention for a school-age child with a complex cognitive and behavioral profile secondary to diagnosis of a fetal alcohol spectrum disorder. Method: A case study is presented to describe the implementation of the intervention targeting mental state verb production and social cognitive skills. The intervention included group role play of social scripts and a checklist to elicit the participant's statements about others' perspectives and strategies for completing the social script. Treatment data monitored the participant's responses to the checklist questions. Probe sessions, consisting of theory of mind false belief tasks, were used to examine mental state verb use. Results: Treatment data demonstrated that the participant stated more strategies in response to checklist questions. The participant did not produce any mental state verbs during baseline probes, but did produce mental state verbs during the treatment phase. Clinical Implications: The results support use of this intervention to change children's linguistic and social cognitive skills. Suggestions for extending this intervention to include a generalization plan targeting classroom social communication interactions are provided. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10