Systematic Instruction for Social-Pragmatic Language Skills in Lunchroom Settings

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...

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Veröffentlicht in:	Education and training in developmental disabilities 2008-09, Vol.43 (3), p.342-359
Hauptverfasser:	Angell, Maureen E., Bailey, Rita L., Larson, Laura
Format:	Artikel
Sprache:	eng
Schlagworte:	Communication Skills Context Effect Dining Facilities Disabilities Eye contact Friendship Generalization Graduate students High School Students Interpersonal Communication Intervention Language Skills Mental Retardation Nonverbal Communication Pragmatics Program Effectiveness Role Playing Skill Development Social interaction Special needs students Teaching Methods Tone of voice
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