A Social Communication Intervention to Increase Validating Comments by Children With Language Impairment Purpose Four children identified with language impairment (LI) participated in a social communication intervention to increase the production of validating comments, including making positive statements, sharing information, and asking peers questions about themselves. Method A case study design was used. Baseline measures were collected from 3 cooperative learning ... Clinical Focus
Clinical Focus  |   January 01, 2013
A Social Communication Intervention to Increase Validating Comments by Children With Language Impairment
 
Author Affiliations & Notes
  • Martin Fujiki
    Brigham Young University, Provo, UT
  • Bonnie Brinton
    Brigham Young University, Provo, UT
  • Chelsea P. McCleave
    Alpine School District, American Fork, UT
  • Valyne W. Anderson
    Children’s Therapy Connection, Indianapolis, IN
  • Janet P. Chamberlain
    Las Vegas, NV
  • Correspondence to Martin Fujiki: martin_fujiki@byu.edu
  • Editor: Janna Oetting
    Editor: Janna Oetting×
  • Associate Editor: Victoria Joffe
    Associate Editor: Victoria Joffe×
Article Information
School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders
Clinical Focus   |   January 01, 2013
A Social Communication Intervention to Increase Validating Comments by Children With Language Impairment
Language, Speech, and Hearing Services in Schools, January 2013, Vol. 44, 3-19. doi:10.1044/0161-1461(2012/11-103)
History: Received December 20, 2011 , Accepted May 31, 2012
 
Language, Speech, and Hearing Services in Schools, January 2013, Vol. 44, 3-19. doi:10.1044/0161-1461(2012/11-103)
History: Received December 20, 2011; Accepted May 31, 2012
Web of Science® Times Cited: 4

Purpose Four children identified with language impairment (LI) participated in a social communication intervention to increase the production of validating comments, including making positive statements, sharing information, and asking peers questions about themselves.

Method A case study design was used. Baseline measures were collected from 3 cooperative learning sessions for each participant. The intervention lasted 10 weeks, with 40 (15-min) sessions for 3 of the children and 20 (30-min) sessions for the remaining child. Each week, participants took part in sessions of group instruction, novel peer play, and review with the clinician. Data monitoring the production of validating comments were taken from the novel peer play interactions.

Results One child produced a notable increase in validating comments during intervention, and 2 other participants produced more modest improvement. All 3 maintained these gains in the follow-up sessions. The remaining participant produced little change from baseline during the intervention. With respect to social outcomes, changes were not noted in peer acceptance and friendship. Teachers reported notable improvement in the sociable behavior of 2 of the children.

Conclusion The 4 participants showed varied increases in the production of validating comments. Possible factors influencing the successful application of the intervention are discussed.

ACKNOWLEDGMENTS
This research was supported in part by grants from the McKay School of Education, Brigham Young University. The authors would like to acknowledge the assistance of Janet Howe, Lee Robinson, Elizabeth M. Skinner, JoLyn Carter, Lucy Brimhall, and April Fitzgerald. We also thank Michelle Marchant for comments on an earlier draft of the paper.
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