Abstract

Recent research indicates that many children with Language Impairment (LI) have difficulty with social communication skills. This study assessed the impact of a social communication intervention on teacher perceptions of social withdrawal in children who received the treatment. The intervention targeted emotion understanding using the presentation of children's stories, facial picture cards, and journaling. Teacher perception was measured using the three withdrawal subscales of the Teacher Behavior Rating Scale (TBRS): Solitary-Active withdrawal, Solitary-Passive withdrawal, and Reticence. Following treatment all five participants received lower ratings of withdrawn behavior on some of the subscales. Only one participant received a rating indicting increased withdrawn behavior (on a single subscale). The most positive indicators of change following treatment were the reduction in Solitary-Active withdrawal for three of the participants and the reduction of Reticent withdrawal for three participants. This study reveals promising results for social communication intervention in children with LI in the area of withdrawn behaviors.

Degree

MS

College and Department

David O. McKay School of Education; Communication Disorders

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2014-06-20

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd7088

Keywords

language impairment, social communication, emotion understanding, withdrawal, intervention, school-age children

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