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ERIC Number: EJ804648
Record Type: Journal
Publication Date: 2008-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1547-0350
Systematic Instruction for Social-Pragmatic Language Skills in Lunchroom Settings
Angell, Maureen E.; Bailey, Rita L.; Larson, Laura
Education and Training in Developmental Disabilities, v43 n3 p342-359 Sep 2008
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 also assessed intervention effects on two skills targeted by classroom teachers. The three primary target behaviors were taking obligatory turns, taking nonobligatory turns, and asking partner-focused questions. The two secondary target behaviors were conversing with appropriate eye contact and using appropriate tone of voice in conversational speech. Overall, results showed positive effects of the intervention on participants' skills with some variability in student performance in generalization (lunchroom) settings. Further research on the effects of various systematic instructional strategies on the social-pragmatic skills of individuals with various disabilities in multiple settings is recommended. (Contains 1 table and 6 figures.)
Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A