Description of Communication Breakdown Repair Strategies Produced by Nonverbal Students with Developmental Disabilities

Autor/inn/en	Dincer, Baris; Erbas, Dilek
Titel	Description of Communication Breakdown Repair Strategies Produced by Nonverbal Students with Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 45 (2010) 3, S.400-409 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Communication Strategies; Play; Developmental Disabilities; Correlation; Foreign Countries; Nonverbal Communication; Interaction; Video Technology; Communication Problems; Interpersonal Communication; Children; Down Syndrome; Autism; Pervasive Developmental Disorders; Student Behavior; Turkey + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Spiel; Entwicklungsstörung; Korrelation; Ausland; Non-verbal communication; Nonverbale Kommunikation; Interaktion; Kommunikationsbarriere; Interpersonale Kommunikation; Child; Kind; Kinder; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Autismus; Student behaviour; Schülerverhalten; Türkei
Abstract	This study describes the communication repair behaviors used by nonverbal students with developmental disabilities in the interactions they were involved in with their teachers during free play activities. All children were students at centers serving student with developmental disabilities at Anadolu University in Turkey. Data were collected by videotaping the students during free play sessions at the centers they attended. The tapes were observed by the researchers, and any communication repair behaviors displayed by the students and communication breakdowns used by their teachers was recorded. The results of this study revealed that repetition, no response, addition, and recast were most frequent communication breakdown strategies displayed by nonverbal students with developmental disabilities, respectively. In addition, results showed that there was a positive correlation between the way teachers expressed communication breakdowns and the communication strategies the students used, which may be interpreted as the more teachers made use of asking for clarification, the more students utilized recast, addition and repetition strategies. (Contains 4 tables.) (As Provided).
Anmerkungen	Division on Autism and 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