Relevant bibliographies by topics / Pragmatic skills intervention

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Pragmatic skills intervention'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Pragmatic skills intervention"

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Kovacs, Thomas. "A Survey of American Speech-Language Pathologists' Perspectives on Augmentative and Alternative Communication Assessment and Intervention Across Language Domains." American Journal of Speech-Language Pathology 30, no. 3 (2021): 1038–48. http://dx.doi.org/10.1044/2020_ajslp-20-00224.

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Purpose The aim of the study was to collect information about American speech-language pathologists' preprofessional training, practice, self-perceived competence, adequacy of resources, and interest in continuing education related to augmentative and alternative communication (AAC) assessment and intervention strategies addressing each of the five language domains: semantics, pragmatics, phonology, morphology, and syntax. Method An anonymous online survey of American speech-language pathologists was conducted. Results A majority of participants rated their preprofessional training for assessi
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Friedman, Laura, and Audra Sterling. "A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder." Seminars in Speech and Language 40, no. 04 (2019): 291–304. http://dx.doi.org/10.1055/s-0039-1692964.

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AbstractDifficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children
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Lindsay, Anne R., Angela Starrett, Ali Brian, Teresa A. Byington, Jennifer Lucas, and Madeleine Sigman-Grant. "Preschoolers Build Fundamental Motor Skills Critical to an Active Lifestyle: The All 4 Kids© Intervention Study." International Journal of Environmental Research and Public Health 17, no. 9 (2020): 3098. http://dx.doi.org/10.3390/ijerph17093098.

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This pragmatic, real world study examined the effects of the All 4 Kids© intervention on preschoolers’ mastery of movement skills and determined whether the instruction had greater impact than natural development. Methods included a quasi-experimental intervention-comparison subsample of 379 children (COMPARISON) and a pretest-posttest design with convenience scale-up sampling of 2817 preschoolers (SCALE-UP). Children receiving education and dance instruction 3 times/week for 8 weeks were assessed using the Preschool Movement Assessment to evaluate skills pre and post intervention. Using repea
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Timler, Geralyn. "Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (2018): 158–65. http://dx.doi.org/10.1055/s-0038-1628367.

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AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer gr
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Vaidya, Hemangi, Aarti P. Waknis, and Shweta Deshpande. "Pragmatic abilities of children with severe to profound hearing loss." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 5 (2021): 736. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20211424.

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<p class="abstract"><strong>Background:</strong> Western studies indicate that children with hearing impairment (CHI) are at risk of pragmatic delay due to their delayed language development. Pragmatics is influenced by culture. Hence the objective of the study was to compare the pragmatic skills of Marathi speaking CHI using hearing devices and typically developing children (TDC) matched according to their expressive language age, chronological age, and hearing age.</p><p class="abstract"><strong>Methods:</strong> Group I included 40 CHI using a heari
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Rickard, Jennifer K. "Lapbooks: Adding Creativity to Literature-Based Intervention." Perspectives of the ASHA Special Interest Groups 2, no. 16 (2017): 5–19. http://dx.doi.org/10.1044/persp2.sig16.5.

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Contextualized language intervention (CLI) is a treatment approach that seeks to target multiple language skills in the context of meaningful, functional, and curriculum-based activities. For school-age children, literature-based language intervention is a type of CLI that can simultaneously target a variety of semantic, syntactic, and pragmatic language skills, while also supporting the core curriculum. This tutorial demonstrates how to design lapbooks (collections of mini-books, pockets, and foldables laid out in a standard file folder) to organize and creatively display the language learnin
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Lynch, Georgina. "Evidence-Based Practices and Teaching NonVerbal Pragmatic Skills to Adolescents With ASD: Lessons Learned From Parent Perspective and Brain Research." Perspectives of the ASHA Special Interest Groups 2, no. 1 (2017): 47–55. http://dx.doi.org/10.1044/persp2.sig1.47.

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As a growing population with Autism spectrum disorder (ASD) leaves the K-12 educational system and enters the workforce and college settings, long-term outcomes inform the need for further development of social skills interventions promoting success in these new contexts. Drawing from neuroscience literature describing neuropathology of ASD over the lifespan, physiologic deficits have been documented which impact nonverbal pragmatics, informing development of new treatments for those on the spectrum representing high-functioning autism. Nonverbal language skills warrants focused intervention t
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Pearson, David, Fiona Clare Kennedy, Suchetha Bhat, Vishal Talreja, and Katherine Newman-Taylor. "Thriving in adversity: Do brief milieu interventions work for young adults in the developing world? A pragmatic randomized controlled trial." Social Behavior and Personality: an international journal 49, no. 9 (2021): 1–8. http://dx.doi.org/10.2224/sbp.10494.

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Adolescence may be a window of opportunity to attenuate the effects of early social adversity, which impedes cognitive, emotional, and social development, and increases risk of psychopathology into adulthood. We ran a pragmatic randomized controlled trial to assess the impact of a brief intervention designed to facilitate life skills for psychosocial competence. Socially disadvantaged young people living in South India who had experienced early adversity (N = 645; age range = 17–22 years) participated in the intervention or were assigned to a wait-list control group. The intervention led to la
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Rollins, Pamela. "Personal Narratives in Individuals with High-Functioning ASD: A Lens Into Social Skills." Perspectives on Language Learning and Education 21, no. 1 (2014): 13–20. http://dx.doi.org/10.1044/lle21.1.13.

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Narrative assessment is a valid means for evaluating social pragmatic skills in high-functioning individuals with autism spectrum disorder (ASD). Speech-language pathologists (SLPs) typically analyze fictional narratives because of their strong association with school success. A review of literature suggests that high-functioning individuals with ASD have more difficulties telling personal narratives than fictional narrative. Because problems telling personal narratives may negatively impact social relationships, we suggest evaluating personal narratives to aide intervention planning. We revie
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King, Diane, and Olympia Palikara. "Assessing language skills in adolescents with autism spectrum disorder." Child Language Teaching and Therapy 34, no. 2 (2018): 101–13. http://dx.doi.org/10.1177/0265659018780968.

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Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability were assessed using a number of standardized assessments for receptive and expressive language skills, a standardized narrative test, two experimental narrative assessments and a parent/teacher
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Dissertations / Theses on the topic "Pragmatic skills intervention"

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Cooper, Brittney M. "The Effect of a Multi-Component Consultation Intervention on the Pragmatic Language Skills of Students with Symptoms of Attention Deficit Hyperactivity Disorder." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1456.

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The purpose of this research was to determine if a multi-component consultation intervention was effective in improving pragmatic performance in students with ADHD. Participants for this study consisted of 7 children for whom 3 data points were obtained by a parent or 2 data points by a teacher. Changes in pragmatic performance were measured by comparing reports provided by parents or teachers pre- and post- intervention. Descriptive analysis procedures were completed to summarize changes in pragmatic behavior. Results revealed the mean overall change in pragmatic behavior for children in the
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McCleve, Chelsea Pulsipher. "Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2499.

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This study examined the efficacy of a social skills training program on the use of validating comments and negative comments by children with specific language impairment. The present study is an extension of a previous research project. Four children (three female, one male) with specific language impairment, ages 6 to 11, participated in a ten week social skills training program which involved direct instruction of target concepts, peer interactions with classmates, and evaluation of the use of target skills by reviewing videotaped peer interactions. The individual performance of each subjec
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Chen, Holly Vera. "Pragmatic skills intervention : understanding pragmatic differences, communication breakdown management, peer & self attitudes and perceptions in children with hearing loss." Thesis, 2014. http://hdl.handle.net/2152/26266.

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This purpose of this study was to examine pragmatic differences in children with hearing loss compared to children without hearing loss by understanding use of communication repairs, self and peer attitudes and perceptions to suggest the most appropriate intervention approaches. Previous research has found use of communication repairs, self and peer perceptions and attitudes to be associated with pragmatic skills. Intervention approaches were suggested for remediating pragmatic differences in children with hearing loss.<br>text
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Books on the topic "Pragmatic skills intervention"

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Zaidman-Zait, Anat, and Tova Most. Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0022.

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Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including the
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Sheahan, Linda, and David W. Kissane. Denial and communication. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0016.

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Patients who appear not to acknowledge the diagnosis or severity of an illness may be ‘in denial’. Denial will be examined on a spectrum from maladaptive to beneficial outcomes, exploring how it functions within the palliative care setting. We consider when intervention is appropriate and how that intervention is best undertaken. Specific attention is given to the communication skills required for an effective clinical response to denial. Although the term ‘denial’ is an accepted part of the medical vernacular, it is used in a variety of clinical circumstances, with varying definitions and lit
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Dockrell, Julie, and Nelly Joye. Communication Disorders: Neurodevelopmental Considerations. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.53.

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Communication disorders are a common neurodevelopmental disorder. Difficulties are evident with structural language, phonology, and pragmatics. Each area is differentiated within current diagnostic approaches. However, difficulties within the language system often co-occur. The assessment of communication difficulties requires professionals to profile linguistic skills rather than rely on single diagnostic measures. Social communication disorders raise particular challenges in their assessment and their differentiation with other neurodevelopmental disorders. Communication disorders also co-oc
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Gallagher, Shaun. Enactivist Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794325.001.0001.

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Enactivist Interventions explores central issues in the contemporary debates about embodied cognition, addressing interdisciplinary questions about intentionality, representation, affordances, the role of affect, and the problems of perception and cognitive penetration, action and free will, higher-order cognition, and intersubjectivity. It argues for a rethinking of the concept of mind, drawing on pragmatism, phenomenology, and cognitive science. It interprets enactivism as a philosophy of nature that has significant methodological and theoretical implications for the scientific investigation
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Book chapters on the topic "Pragmatic skills intervention"

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Gallagher, Tanya M. "Language and Social Skills: Implications for Assessment and Intervention with School-Age Children." In Pragmatics of Language. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-7156-2_2.

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Wale-Oshinowo, Bamidele A., Chijioke Dike Uba, Mercy M. Adeyeye, and Ayotunle Olumuyiwa Omobowale. "Understanding Social Entrepreneurship in the African Context." In Handbook of Research on Value Creation for Small and Micro Social Enterprises. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6298-6.ch010.

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Social enterprises are organizations created with the aim of applying entrepreneurial skills and innovations to solving social problems. They are managed by individuals who combine pragmatic and result-oriented methods of a business entrepreneur with the goals of a social reformer. Such enterprises combine resources in innovative ways to create social value in and for the society. However, social enterprises may face challenges that impact their ability to accomplish social goals. For instance, when confronted with the harsh realities of economic recession, teaming poor population, and the need to profit for social intervention, social enterprises existing in hostile economic environment in developing countries may face possibilities of shutdown. This chapter examines the concept of social entrepreneurship in a subsisting economy in Africa. Specifically, it draws from relevant primary and secondary data to explore the nature of social entrepreneurship in the Nigeria context and the potential role that social entrepreneurship can play in addressing social problems.
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Bardawil, Abdo B., and Philippe W. Zgheib. "The Saga of Middle East Airlines (MEA) in War and in Peace." In Advances in Public Policy and Administration. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8247-2.ch009.

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The pragmatic attitude of MEA management in meeting the crises that plagued its existence was only matched by a dogmatic determination that its planes must, under all circumstances, keep the immortal Cedar of Lebanon, which adorns its wings, continually and proudly roaming the skies. The fact that MEA has now recovered, survived, and prospered crowns its management decisions as best business practices. These practices include adaptability and change through organization transformation mode, using change interventions in its vision, structure, culture, skills, and procedures in many of its departments, such as the human resources, employee benefits, the recruitment and training departments affecting all of its employees. Events in open-system organizations such as MEA exist at equilibrium in a field of conflicting forces. Changes in the environment will consequently put pressure on such organizations causing a shift in the state of equilibrium.
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Bardawil, Abdo B., and Philippe W. Zgheib. "The Saga of Middle East Airlines (MEA) in War and in Peace." In Research Anthology on Reliability and Safety in Aviation Systems, Spacecraft, and Air Transport. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5357-2.ch036.

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The pragmatic attitude of MEA management in meeting the crises that plagued its existence was only matched by a dogmatic determination that its planes must, under all circumstances, keep the immortal Cedar of Lebanon, which adorns its wings, continually and proudly roaming the skies. The fact that MEA has now recovered, survived, and prospered crowns its management decisions as best business practices. These practices include adaptability and change through organization transformation mode, using change interventions in its vision, structure, culture, skills, and procedures in many of its departments, such as the human resources, employee benefits, the recruitment and training departments affecting all of its employees. Events in open-system organizations such as MEA exist at equilibrium in a field of conflicting forces. Changes in the environment will consequently put pressure on such organizations causing a shift in the state of equilibrium.
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Di Nota, Paula M., Judith P. Andersen, Juha-Matti Huhta, and Harri Gustafsberg. "Evidence-Based Instruction of Police Use of Force." In Interventions, Training, and Technologies for Improved Police Well-Being and Performance. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6820-0.ch005.

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A significant body of applied police research has investigated the effectiveness of various use of force (UOF) training approaches that traditionally cover decision making (i.e., shoot/no-shoot), situational awareness, and resilience. However, there remains a lack of established educational standards for police UOF instructors beyond physical and tactical competence, including pedagogical principles to promote effective learning. The authors aim to provide police agencies and UOF instructors around the world with a pragmatic framework of evidence-based training that promotes learning, retention, and practical application. The chapter begins with an overview of essential skills and knowledge related to UOF followed by identification of various methodological approaches suitable for instruction of both novice and expert police officers. The chapter will also outline a train the trainers instructor course that is currently offered at the Police University College of Finland. This chapter informs consistent and adequate pedagogical training for and by UOF instructors.
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