Recent studies and literature regarding children with language impairment (LI) indicate that these children have difficulty with social communication skills. This study assessed the effect of a social communication intervention on teacher perceptions of withdrawal in six elementary school age participants with LI. The social communication intervention included story sharing, identifying pictures of facial expressions, and journaling to target emotion understanding. The Teacher Behavior Rating Scale (TBRS) was utilized to measure teacher perception of withdrawal. The TBRS examined three subscales of social withdrawal: solitary-active withdrawal, solitary-passive withdrawal, and reticence. Following treatment, teacher ratings of withdrawn behavior decreased for all six participants on some of the subscales. Solitary-active behavior decreased for four of the six participants, solitary-passive behavior decreased for five participants, and reticent behavior decreased for three participants. Teacher ratings of withdrawal for two participants increased on a single subscale, however. These changes suggest positive post-treatment outcomes with regard to withdrawn behavior in children with LI.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Roscher, Allyson, "The Efficacy of a Social Communication Intervention on Teacher Report of Withdrawal for Children with Language Impairment" (2015). Theses and Dissertations. 6029.
language impairment, social communication, emotion understanding, withdrawal, intervention, school-age children