Teaching Social Skills in Small Groups of Children with Multiple Disabilities: Motor and Intellectual Disabilities. An Intervention Program

Autor/inn/en	Lappa, Christina; Mantzikos, Constantinos
Titel	Teaching Social Skills in Small Groups of Children with Multiple Disabilities: Motor and Intellectual Disabilities. An Intervention Program
Quelle	4 (2019) 1, S.57-77 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-2428
Schlagwörter	Teaching Methods; Interpersonal Competence; Small Group Instruction; Children; Multiple Disabilities; Physical Disabilities; Intellectual Disability; Intervention; Foreign Countries; Communication Skills; Cognitive Ability; Ability Grouping; Games; Positive Reinforcement; Generalization; Intelligence Tests; Skill Development; Greece; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kompetenz; Child; Kind; Kinder; Multiple disability; Mehrfachbehinderung; Physical handicap; Körperbehinderung; Intellect; Disability; Disabilities; Verstand; Behinderung; Ausland; Kommunikationsstil; Denkfähigkeit; Homogene Gruppierung; Niveaugruppierung; Streaming; Game; Spiel; Spiele; Intelligence test; Intelligenztest; Kompetenzentwicklung; Qualifikationsentwicklung; Griechenland
Abstract	Few studies have been conducted in Greece, which focus on the education of children with multiple disabilities (motor and intellectual disabilities, ID). Four children between the ages 9 and 15 with multiple disabilities (motor and ID) were selected to be taught social skills. The aim of this qualitative study was to provide training with regard to cognitive and communication skills and more specifically conversational skills to the four children in order to allow them to engage in conversational exchanges with their peers. Participants were evaluated for their mental capacity and assigned to two groups according to their ability. The intervention combined a table game (puzzle pairs), small-group teaching of structured questions with their answers, modeling, error correction, social praise and tangible reinforcement. A within-subject withdrawal design was used to show the acquisition of knowledge and of the ability to converse through conditions of baseline, teaching, probes and generalization measures. All participants learned to engage in structured conversations. This knowledge generalized and maintained to different settings after 3 and 7 months. A social validity measure affirmed these improvements in their ability to converse. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01