Literaturnachweis - Detailanzeige
| Autor/inn/en | Stanton-Chapman, Tina L.; Kaiser, Ann P.; Vijay, Prathibha; Chapman, Carol |
|---|---|
| Titel | A Multicomponent Intervention to Increase Peer-Directed Communication in Head Start Children |
| Quelle | In: Journal of Early Intervention, 30 (2008) 3, S.188-212 (25 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-8151 |
| DOI | 10.1177/1053815108318746 |
| Schlagwörter | Communication Strategies; Play; Intervention; Disadvantaged Youth; Skill Development; Interpersonal Competence; Pragmatics; At Risk Students; Language Skills; Vocabulary Skills |
| Abstract | The effects of a multicomponent intervention strategy to increase peer-directed social communication in eight Head Start children at risk for poor language and social skill development were examined. The intervention consisted of three components: (a) a planning period, including reading a storybook that illustrated the play theme and use of the social pragmatic communication strategies, practice using vocabulary to be used in play, and choosing roles for the thematic activity; (b) a 10-min play session in which the interventionist coached children to interact while they played with the thematic related toys; and (c) a brief reporting period in which children reviewed their use of the social pragmatic strategies and specific vocabulary. A multiple-baseline design across dyads with pre- and postgeneralization probes was employed. Children increased their use of peer-directed communication over baseline levels, target vocabulary words, and other social pragmatic skills. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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