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ERIC Number: EJ805051
Record Type: Journal
Publication Date: 2008-Aug
Pages: 21
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0033-3085
Exploring the Effects of a Social Communication Intervention for Improving Requests and Word Diversity in Preschoolers with Disabilities
Stanton-Chapman, Tina L.; Denning, Christopher B.; Jamison, Kristen Roorbach
Psychology in the Schools, v45 n7 p644-664 Aug 2008
This study examined the effects of a multicomponent social communication intervention to promote language learning and peer-directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three components: (a) a planning period for instructional purposes, (b) a play session to practice skill, and (c) a brief reporting period to review skill performance. A multiple baseline design across two dyads replicated across two additional dyads were used. Results indicated an increase in peer-directed requests, verbal requests, and word diversity for 6 of the 8 participant postintervention. Implications of the results are discussed. (Contains 5 tables and 2 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A