Stages of Success: The Theatre and Therapy Project
CSD and theatre students received seven-and-a-half hours of intensive training on adaptive behavior assessment; developmental disabilities; activity-based intervention and video-modeling; drama warm-up exercises, movement and vocal techniques; acting exercises, performance and text work; and social...
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| Veröffentlicht in: | ASHA Leader 2019-03, Vol.24 (3), p.34-36 |
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| container_title | ASHA Leader |
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| creator | Losardo, Angela Davidson, Derek McCullough, Kimberly |
| description | CSD and theatre students received seven-and-a-half hours of intensive training on adaptive behavior assessment; developmental disabilities; activity-based intervention and video-modeling; drama warm-up exercises, movement and vocal techniques; acting exercises, performance and text work; and social and behavioral issues related to assessment and treatment of people with developmental disabilities. Some examples of targeted goals include: * Pragmatics (eye contact, turn-taking) * Socialization (teamwork, conflict resolution) * Semantics (vocabulary building) * Syntax and grammar (sentence length, complexity) * Speech and articulation (consonant and vowel sounds) * Fluency (word repetitions, stuttering) * Reading comprehension (reading scripts, narratives) * Cognition (sequencing, story recall) * Voice and prosody (projecting voice, intonation) We also use video modeling and video self-modeling to teach targeted communication goals, and send home flash drives of recorded scenes so participants can practice at home. [...]we all cherish the theatre community we have forged together over the weeks. |
| format | Article |
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Some examples of targeted goals include: * Pragmatics (eye contact, turn-taking) * Socialization (teamwork, conflict resolution) * Semantics (vocabulary building) * Syntax and grammar (sentence length, complexity) * Speech and articulation (consonant and vowel sounds) * Fluency (word repetitions, stuttering) * Reading comprehension (reading scripts, narratives) * Cognition (sequencing, story recall) * Voice and prosody (projecting voice, intonation) We also use video modeling and video self-modeling to teach targeted communication goals, and send home flash drives of recorded scenes so participants can practice at home. 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| fulltext | fulltext |
| identifier | ISSN: 1085-9586 |
| ispartof | ASHA Leader, 2019-03, Vol.24 (3), p.34-36 |
| issn | 1085-9586 |
| language | eng |
| recordid | cdi_proquest_reports_2178519885 |
| source | EZB-FREE-00999 freely available EZB journals; Alma/SFX Local Collection |
| subjects | Audiences Autism Collaboration Communication Community Departments Developmental disabilities Eye contact Graduate students Intellectual disabilities Language Learning Motion picture directors & producers Parents & parenting Pathology Pilot projects Speech therapy Student organizations Success Surgery Teenagers Young adults |
| title | Stages of Success: The Theatre and Therapy Project |
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