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 Following treatment all five participants received lower ratings of withdrawn behavior on some of the subscales. Only one participant received a rating indicting increased withdrawn behavior (on a single subscale).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 This study reveals promising results for social communication intervention in children with LI in the area of withdrawn behaviors.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Guerra, Julianne Grover Smith, "The Efficacy of Social Communication Intervention on Teacher Report of Sociability for Children With Language Impairment" (2014). Theses and Dissertations. 4132.
language impairment, social communication, emotion understanding, withdrawal, intervention, school-age children