Teaching Approach for Developing Nonverbal Communication Skills in Students with Social Perception Deficits

1980 ◽  
Vol 13 (4) ◽  
pp. 34-39 ◽  
Author(s):  
Esther H. Minskoff
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills ◽  
Social Perception ◽  
Teaching Approach ◽  
Social Perception Deficits

Training Verbal and Nonverbal Communication Interview Skills to Adolescents

2016 ◽  
Vol 38 (4) ◽  
pp. 206-218
Author(s):  
Abbie Olszewski ◽  
Anna Panorska ◽  
Sandra Laing Gillam
Keyword(s):  
Nonverbal Communication ◽  
Goal Setting ◽  
Communication Skills ◽  
Performance Feedback ◽  
Study Skills ◽  
Positive Outcomes ◽  
Workforce Readiness ◽  
Program Language ◽  
Before And After ◽  
Ideal Student

Adolescents’ verbal and nonverbal communication skills were compared before and after training in a workforce readiness training program, Language for Scholars (LFS), and a study skills program, Ideal Student Workshop (ISW). A cross-over design was used, ensuring that 44 adolescents received both programs and acted as their own control. The LFS program incorporated aspects of modeling, operationalized behaviors, performance, feedback, and self-regulatory goal setting. The active comparison ISW program taught study skill strategies. Adolescents participated in three interviews before (Pretest) and after both programs (Posttest 1, Posttest 2). Findings revealed that both adolescents’ verbal and nonverbal communication skills improved significantly immediately after completion of the LFS program only at Posttest 1 and Posttest 2. However, only nonverbal communication skills improved at Posttest 1 when comparing results between LFS and ISW. Findings suggest that both programs yielded some positive outcomes for adolescents.

Respectful Communication and Social Skills for Children

RAINBOW ◽  
2017 ◽  
pp. 61-66
Author(s):  
Amy E. West ◽  
Sally M. Weinstein ◽  
Mani N. Pavuluri
Keyword(s):  
Bipolar Disorder ◽  
Social Skills ◽  
Nonverbal Communication ◽  
Communication Skills ◽  
Emotional Expression ◽  
Family Relationships ◽  
Treatment Protocol ◽  
Eye Contact ◽  
Good Friend

Session 7 of the RAINBOW treatment protocol focuses on helping the child develop communication skills to improve peer and family relationships (ingredient B: Be a good friend of RAINBOW), and the session is conducted primarily with the child. For various reasons, children with bipolar disorder often have poor communication skills. Like most other skills, however, social skills can be taught and learned. The therapist and the child practice ways of expressing feelings nonverbally (“Feelings Charades”) and other nonverbal communication skills (such as making eye contact, listening). In addition, respectful communication skills are developed and practiced, including instruction in “I Messages” for emotional expression.

Subtypes of social perception deficits in schizophrenia

2007 ◽  
Vol 94 (1-3) ◽  
pp. 139-147 ◽  
Author(s):  
Amelia L. Nelson ◽  
Dennis R. Combs ◽  
David L. Penn ◽  
Michael R. Basso
Keyword(s):  
Social Perception ◽  
Social Perception Deficits

Can nonverbal communication skills be taught?

2010 ◽  
Vol 32 (10) ◽  
pp. 860-863 ◽  
Author(s):  
Hirono Ishikawa ◽  
Hideki Hashimoto ◽  
Makoto Kinoshita ◽  
Eiji Yano
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills

scholarly journals MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RECIPROCAL TEACHING

2019 ◽  
Vol 4 (2) ◽  
pp. 226-236
Author(s):  
Fitry Wahyuni
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Group Work ◽  
Learning Model ◽  
Class Action ◽  
Teaching Approach ◽  
Reciprocal Teaching ◽  
Mathematical Communication ◽  
Mathematical Abilities ◽  
Activity Group

Abstract. This study aims to (1) improve students' mathematical communication skills through the STAD Type Cooperative Learning Model with the Reciprocal Teaching Approach in MTs Islamiyah Medan, (2) describe the process of implementing the STAD Type Cooperative Learning Model with the Reciprocal Teaching Approach at MTs Islamiyah Medan. This research is a class action research with 31 students of VII-2 MTs Islamiyah Medan subject. Instruments used include learning implementation observation sheets, mathematical communication observation sheets, and mathematical communication test questions. Implementation of the STAD Cooperative Learning Model with the Reciprocal Teaching Approach includes: (1) Initial Activities: the teacher conveys apperception and motivation regarding the material to be studied; (2) this activity: group work which includes Clarifying discussion, Predicting discussion Questioning discussion, Summarizing discussion, discussion of LKS questions, and group percentage; (3) Closing: the teacher together with students draw conclusions on the material that has been learned. After learning takes place there is an increase in students' mathematical communication skills. This can be seen from the results of observations of the implementation of learning an increase in the percentage from cycle I to cycle II amounted to 90.90% to 94.45% with a very good category of accuracy. Furthermore, the results of observations of students' mathematical abilities also increased from cycle I by 75.00% (good category) to 82.41% (good category) in the second cycle. This is in line with the results of a mathematical communication test that has increased after the second cycle, which is as many as 27 students or 64.52% of the number of students in class VII-2 has increased in total scores to good categories.Keywords: Mathematical Communication, Cooperative, STAD, Reciprocal Teaching.

scholarly journals Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students

INKLUSI ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 153
Author(s):  
Fathimah Salma Zahirah ◽  
Didi Sukyadi
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills ◽  
Body Movement ◽  
Deaf Children ◽  
Special Treatment ◽  
Teaching Material ◽  
Deaf Students ◽  
Language Functions ◽  
Kindergarten Classroom ◽  
Teaching Learning

Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]

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