1 / 20

The Effects of Context on The Classroom Disclosure Skills of Children With Language Impairment

This study examines the communication skills of children with language impairment within classroom contexts. Findings reveal challenges and strategies across different discourse types. Insights help enhance support for children with language impairments in educational settings.

howton
Download Presentation

The Effects of Context on The Classroom Disclosure Skills of Children With Language Impairment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Effects of Context on The Classroom Disclosure Skills of Children With Language Impairment By: Kathleen F. Peets By: Danielle Peterson Speech 12

  2. Purpose of the Study • To “characterize the communicative behavior of children with LI in the context of four classroom discourse types • To identify any differences among the children in response to these discourse types • To attempt to characterize some of the unique challenges of each discourse type.”

  3. Criteria For Participants • Assessment indicates that the child’s speech and language is significantly delayed and interferes with the child’s academic and social functioning/development. • Assessment indicates that the child’s speech and language development is below cognitive functioning, which has been assessed to be in the average range. • Difficulties are not due to the child’s ongoing hearing difficulties or primarily due to second language issues (that is, a delay is also evident in the first language). • Behavioral or emotional difficulties are not so severe as to interfere with programming.

  4. ParticipantsChildren • 11 children from 3rd and 4th grade • Age range 7.10 – 9.5 • 6 monolingual • 5 bilingual • school experience ranged 2-3 years • All children were • Late talkers • diagnosed with a language impairment (LI)

  5. Special Education Classroom • Self contained classroom designed for Language Impairment students • 8 to 12 children per class • Classroom teachers consist of • 1 Special Education Teacher with a Masters Degree • 1 Education Assistant with a certification from a Community College

  6. Academic Activities Journal Writing Small Group Lessons

  7. Journal Writing • used in all 3 classes prior to study • wrote on teacher chosen topics • Instructions: • Journal writing to occur in the classroom only • Separate discussion to plan journal entries • Separate writing session • Teacher’s responses limited to prompts and reminders • Aim: instructions suppose help frame the journal-writing task but lessen the stress of the written component • 10 minute session

  8. Small Group Lessons • Used tools already being used in the classroom • Instructions (only modification): • Use some questions on back of card • Use own questions/discussion ideas • Goal: to use cards with visual line drawings relating to Spring to help children get engaged in group discussion • 15 minute session

  9. Non-Academic Activities Structured Peer Play Sharing Time

  10. Structured Peer Play • used game “Super Marbleworks” in dyads • Super Marbleworks: • nonverbal game • easily played • cooperative game between two people • Game goal is to build a three-dimensional structure together • given instructions prior to building • Children matched with equal peers (disabled with disabled, etc)

  11. Sharing Time • Prior to study being done in all 3 classes • Monologue of child talking to the class • Instructions: • Teachers should use Monday Morning News • Can encourage child as normally would • Goal: “generating a personal anecdote by the child • No time limit

  12. Results Language production and complexity Self-Monitoring Turn Taking

  13. Language production and complexity • Rates of language production were calculated based on WPM and overall talk produced. • Language complexity was measured by MLT, TTR and WPM. • WPM differed as function of context • Teachers not limited – better understanding • Sample of Alex’s Narrative

  14. Academic Activities Non Academic Activities

  15. Academic Activities Non Academic Activities

  16. Self-Monitoring • Varied as function of context • Small effect size • Its observed children have been using the self-monitoring skills effectively and not interrupting their speech. • Speech Sample of Cecelia

  17. Academic Activities Non Academic Activities

  18. Turn Taking • Differ depending on context • Observed most were initiation, elicitations and responses • Frequently peer on peer questions get ignored • One child tends to dominate conversations • Found that peer talk is good to understand certain linguistic forms like directives

  19. Academic Activities Non Academic Activities

  20. Conclusion • Limitations: • Study did not have a peer group of typical developing children • Varied samples from various contexts best when assessing a child’s language • Reprehensive sample should include: • Narrative • Peer interaction • Academic

More Related