Facilitating Communication as a Basis for Intervention for Students with Severe Behavioral Disorders

Current research in the role of teachers as problem solvers and emerging interest in pragmatics have increased the need to study student-teacher interactions and behaviors in context. In view of this recent work which addresses the equivalence of communicative and social competence, a facilitative rather than directive approach with students with autism and severe behavioral disorders seems appropriate for consideration. In this article, current approaches to working with students with behavioral disorders are reviewed. In response to this review, the facilitative approach is posited. The article concludes with a discussion of the research currently emerging from the facilitative approach.

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Praktik Pengalaman Lapangan

JURNAL Al-AZHAR INDONESIA SERI HUMANIORA ◽

10.36722/sh.v4i1.253 ◽

2018 ◽

Vol 4 (1) ◽

pp. 41

Author(s):

Nila Fitria ◽

Fidesrinur Fidesrinur

Keyword(s):

Qualitative Research ◽

Social Competence ◽

Student Teacher ◽

Qualitative Method ◽

Field Experience ◽

Professional Competence ◽

Theory And Practice ◽

Analytic Approach ◽

Descriptive Data

Abstrak - Program Pengalaman Lapangan (PPL) merupakan salah satu mata pelajaran yang harus diikuti oleh setiap mahasiswa keguruan termasuk mahasiswa PAUD. Pelaksanaan mata pelajaran PPL berbeda dengan mata pelajaran lainnya yang diikuti di kelas atau dilaksanakan di kampus baik secara teori maupun praktik. Berbeda halnya mata pelajaran PPL adalah mata pelajaran dalam bentuk praktik pengalaman lapangan sebagaimana kegiatan guru di sekolah-sekolah umumnya. Metode yang digunakan dalam penelitian ini adalah metode kualitatif (qualitative research). Penelitian ini menggunakan pendekatan deskriptif analitik, yaitu data dideskripsikan dengan menggunakan statistik deskriptif, dan dimaknai secara mendalam berdasarkan perspektif emik yaitu penyajian data secara alamiah tanpa melakukan suatu manipulasi atau perlakuan terhadap subjek yang diteliti (Bogdan dan Taylor, 1975:31). Kompetensi mahasiswa PPL meningkat ditandai dengan meningkatnya 4 kompetensi yaitu : kompetensi pedagogik, kompetensi kepribadian, kompetensi professional, dan kompetensi sosial. Pengetahuan yang dimiliki oleh mahasiwa PPL, guru pamong, dan dosen pembimbing memiliki peran yang sangat besar pengaruhnya dalam pelaksanaan PPL. Sedangkan peran kelompok PPL dan kepala sekolah kurang memiliki peran dalam pelaksanaan PPL. Kata Kunci - Mahasiswa PPL, Kompetensi Pedagogik, Kompetensi Kepribadian, Kompetensi Profesional, Kompetensi Sosial Abstract - Field Experience Program (PPL) is one of the subjects that should be followed by every student teacher including PAUD students. The implementation of PPL subjects is different from other subjects that are attended in class or held on campus in both theory and practice. In contrast to PPL subjects are subjects in the form of field experience practices as are the activities of teachers in general schools. The method used in this study is a qualitative method (qualitative research). This study uses descriptive analytic approach, which is descriptive descriptive data, and is interpreted in depth based on the perspective of emic that is the presentation of data naturally without doing a manipulation or treatment of the subjects studied (Bogdan and Taylor, 1975: 31). Competence of PPL students is marked by increasing the four competencies: pedagogic competence, personality competence, professional competence, and social competence. The knowledge that PPL students, pamong teachers, and lecturers have has an enormous role in PPL implementation. While the role of PPL groups and principals have less role in the implementation of PPL. Keywords - PPL Students, Pedagogic Competence, Personality Competence, Professional Competence,Social Competence.

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Teaching and assessing L2 pragmatics: What can we expect from learners?

Language Teaching ◽

10.1017/s0261444807004880 ◽

2008 ◽

Vol 41 (2) ◽

pp. 213-235 ◽

Cited By ~ 25

Author(s):

Andrew D. Cohen

Keyword(s):

Data Collection ◽

Virtual Environments ◽

Recent Work ◽

Target Language ◽

Small Scale ◽

L2 Pragmatics ◽

Role Of Teachers ◽

And Performance ◽

Is Value

This paper starts by giving a rationale for why there is value in explicitly teaching second-language (L2) learners pragmatics in the target language. The importance of a research basis for choosing pragmatic materials to teach is underscored, and the focus is put on sources for materials on pragmatics and the means of data collection. Issues in the teaching of pragmatics are considered, including determining which material to teach, how to prepare teachers to teach it, and the role of teachers in facilitating the learning of pragmatics. Next, L2 pragmatics is viewed from the learners' perspective, in terms of the learning and performance of pragmatics, as well as approaches to assessing what it is that learners are able to do in a pragmatically appropriate way. Finally, consideration is given to the role of technology in making pragmatics accessible to learners, with reference to a website for teachers and curriculum writers and to websites designed for learners of specific languages such as Japanese and Spanish. Recent work on virtual environments for practicing Spanish pragmatics is discussed and preliminary findings from a small-scale study of this effort are reported.

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Supervisor–student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching

Linguistics and Education ◽

10.1016/j.linged.2013.02.002 ◽

2013 ◽

Vol 24 (2) ◽

pp. 179-196 ◽

Cited By ~ 6

Author(s):

Jennifer J. Long ◽

Elizabeth A. van Es ◽

Rebecca W. Black

Keyword(s):

Student Teacher ◽

Teacher Interactions

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THE ROLE OF STUDENT-TEACHER RELATIONSHIP IN THE LINK BETWEEN SOCIAL COMPETENCE AND INVOLVEMENT IN BULLYING IN THE 1ST GRADE

SOCIAL WELFARE INTERDISCIPLINARY APPROACH ◽

10.21277/sw.v1i7.292 ◽

2017 ◽

Vol 1 (7) ◽

pp. 8

Author(s):

Visvaldas Legkauskas ◽

Šarūnė Magelinskaitė-Legkauskienė ◽

Albina Kepalaitė

Keyword(s):

Social Competence ◽

Student Teacher ◽

Structural Equation ◽

Research Council ◽

Relationship Conflict ◽

Equation Modeling ◽

Student Teacher Relationship ◽

Analysis Of Results ◽

Bullying Behavior

The present study was aimed at investigating whether student-teacher relationship plays a role in the link between social competence and involvement in bullying in the 1st grade. Subjects were 408 Lithuanian 1st graders, 225 girls and 183 boys. Analysis of results using structural equation modeling releaved that bullying behavior was directly predicted by learning-related social competence, while interpersonal social competence was linked to bullying behavior via student-teacher closeness. Bullying victimization was linked to learning-related social competence via student-teacher relationship conflict. This work was supported by the Research Council of Lithuania under Grant No. MIP-003/2015

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MANUSCRIPT EVIDENCE FOR ALPHABET-SWITCHING IN THE WORKS OF CICERO: COMMON NOUNS AND ADJECTIVES

The Classical Quarterly ◽

10.1017/s0009838818000472 ◽

2018 ◽

Vol 68 (2) ◽

pp. 498-516

Author(s):

Neil O'Sullivan

Keyword(s):

Recent Work ◽

Code Switching ◽

Consistent Pattern ◽

Current Interest ◽

Reliable Transmission ◽

Accurate Record ◽

The Way

Of the hundreds of Greek common nouns and adjectives preserved in our MSS of Cicero, about three dozen are found written in the Latin alphabet as well as in the Greek. So we find, alongside συμπάθεια, also sympathia, and ἱστορικός as well as historicus. This sort of variation has been termed alphabet-switching; it has received little attention in connection with Cicero, even though it is relevant to subjects of current interest such as his bilingualism and the role of code-switching and loanwords in his works. Rather than addressing these issues directly, this discussion sets out information about the way in which the words are written in our surviving MSS of Cicero and takes further some recent work on the presentation of Greek words in Latin texts. It argues that, for the most part, coherent patterns and explanations can be found in the alphabetic choices exhibited by them, or at least by the earliest of them when there is conflict in the paradosis, and that this coherence is evidence for a generally reliable transmission of Cicero's original choices. While a lack of coherence might indicate unreliable transmission, or even an indifference on Cicero's part, a consistent pattern can only really be explained as an accurate record of coherent alphabet choice made by Cicero when writing Greek words.

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