摘要:

School-age children and adolescents with language-learning disorders are at risk for a variety of pragmatic deficits, including the ability to persuade others effectively. This article includes a review of the developmental literature in spoken persuasion and discusses some possible implications of the literature for assessment and intervention with students who may have difficulty with spoken persuasion. The author's approach reflects the philosophy that clinical activities for school-age children and adolescents should be derived from an analysis of data-based studies of normal development. Efficacy studies should then be conducted to validate those activities.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Oral narratives play an important part in the academic and social interactions of children during the school years. This article attempts to link assessment and intervention of oral narratives with current cultural and academic trends. Specifically, the article focuses on the changing demands from home to school use of narratives, the developmental changes expected in school-age children, differences between the narratives of children with and without language disorders, current assessment methods and the difficulties inherent in their use, and alternative assessment and intervention techniques that address some of the cultural and theoretical issues raised.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Discourse topic management is discussed within the framework of a functionally based, pragmatic approach to language. The multiple parameters of topic management are described in terms of a multidimensional model of topic coherence, and the interaction between these parameters and linguistic and cognitive knowledge is discussed. Problems are examined in terms of the effects of discourse-, linguistic-, and cognitive-level difficulties on the topic parameters. A method of assessment across all parameters and in terms of the interaction with the other domains of knowledge is discussed, and intervention principles and techniques are presented.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

The referential communication paradigm, which investigates the growth of the ability to send and receive verbal information, is described and the current state of knowledge reviewed. In particular, the explanations for communication failure are examined. Evidence from an international study is presented as an illustration of the difficulty that even older elementary school children have in detecting ambiguity in messages. It is argued that there is a case for the construction of a standardized test in this area, given its importance in educational achievement. The article concludes with a brief survey of work with language-impaired groups and approaches to intervention.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Social skills allow individuals to develop positive relationships with others; cope successfully with the behavioral demands of specific settings; and communicate desires, needs, and preferences effectively. They also provide a foundation for competent performance in a range of academic, personal, vocational, and community contexts, Effective communication is an essential component of appropriate social behavior. This article provides definitions and conceptualizations of social skills and social competence within academic contexts. It also describes social skills assessment and intervention procedures for school-age children and youth with and without disabilities.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID