Facilitating Social Communication in Children With Developmental Language Disorder: A Bibliotherapeutic Approach.
Purpose: Social communication involves the integration of language processing, pragmatics, and social and emotional learning. Children presenting with a variety of disabilities, including developmental language disorder, have difficulty with social communication. We describe an intervention approach...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 4; no. 3; pp. 532 - 538 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jun2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137189054&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137189054 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Jun2019 vid: 4 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 137189054 137189054 137189054 10.1044/2019_PERS-SIG16-2019-0005 137189054 ppf: 532 ppct: 6 formats: fmt: @attributes: type: P tig: atl: Facilitating Social Communication in Children With Developmental Language Disorder: A Bibliotherapeutic Approach. aug: au: Brinton, Bonnie Fujiki, Martin affil: Department of Communication Disorders, Brigham Young University, Provo, UT sug: subj: Language Disorders Psychosocial Factors Social Behavior In Infancy and Childhood Communication In Infancy and Childhood Language Development Human Child Bibliotherapy Case Studies Checklists Scales Time Factors Language Processing Learning Methods Speech-Language Pathologists Child: 6-12 years ab: Purpose: Social communication involves the integration of language processing, pragmatics, and social and emotional learning. Children presenting with a variety of disabilities, including developmental language disorder, have difficulty with social communication. We describe an intervention approach designed to simultaneously address language form, pragmatics, and social and emotional learning utilizing a bibliotherapeutic approach. Story sharing and story enactment activities are described, and materials and resources are provided. The intervention is structured in a plan-do-review format and is designed to be implemented within a school setting. Conclusion: Preliminary efficacy data are presented. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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