ERIC Number: ED259501
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
Facilitating Pragmatic Aspects of Social Language Use with Moderately and Severely Handicapped Children.
Haring, Thomas G.; And Others
The study was designed to increase the range of conversational topics and the appropriateness of topics discussed by three students (9-14 years old) with severe or moderate handicaps. The participants were trained to initiate social conversations and expand upon the social conversations of others within a training context that closely simulated the natural settings of dining in an elementary school lunchroom or working at a cafeteria job. The training procedure consisted of prompts to initiate new topics of conversation, models of situationally appropriate topics and models of expansions. The correct initiation of novel conversations or appropriate and novel expansions was followed by an enthusiastic discussion of the topic by the trainer. Generalization probes were taken in the natural context with the use of microtape recorders to record the conversational behaviors of handicapped students with their nonhandicapped peers. The results indicated that the students increased their ability to initiate novel and appropriate conversations in the training and generalization settings. (Author/CL)
Descriptors: Communication Skills, Elementary Secondary Education, Generalization, Interpersonal Competence, Severe Disabilities
Thomas Haring, Department of Special Education, University of California-Santa Barbara, Santa Barbara, CA 93106.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: San Francisco State Univ., CA.; Alameda Unified School District, CA.
Note: In its: The Socialization Research Project. Final Report, Appendix C, August 1984 (EC 180 236).