MODEL OF JOINT GAME -BASED ACTIVITIES USING GAMING TECHNOLOGIES IN PRE-SCHOOL AGE

2017 ◽  
Author(s):  
Anton Stoykov ◽  
Keyword(s):  
Communication Skills ◽  
School Age ◽  
Joint Game

The article presents a model for encouraging the joint game-based activity of the children aged 5-6 years, which consists of gaming technologies focused on development of skills for effective metacommunication;skills for game interaction; communication skills. The article emphasizes on the development of communication skills ensuring the successful inclusion of the child in various game interactions.

Verbal communication in students with mild intellectual disabilities at an early elementary school age

2020 ◽  
Vol LXXXI (4) ◽  
pp. 264-272
Author(s):  
Monika Masłowska
Keyword(s):  
Elementary School ◽  
Intellectual Disabilities ◽  
Communication Skills ◽  
Educational Practice ◽  
Verbal Communication ◽  
School Age ◽  
Early Elementary ◽  
Place Of Residence ◽  
Elementary School Age ◽  
Early Elementary School

Developing communication skills is one of the main rehabilitation aims in special school (Królowa & Malendowicz, 1976). Educational situations require constant communication with teachers and peers from students (Głodkowska, 2012). Studying students’ verbal communication provides information on how well they have mastered inflection, if they structure their sentences correctly, their passive and active vocabulary, and their listening comprehension. Also, assessing their communication skills gives insight into students’ need for verbal communication as well as into the form and complexity of their utterances. The study discussed presents the level of verbal communication in students with mild intellectual disabilities at an early elementary school age. Thanks to this exploration, it is possible to develop practical solutions to improve the communication skills of the group under study. The Speech and Verbal Communication Development Test by Joanna Głodkowska (ibid.) was used in the study. Sixty-three students with mild intellectual disabilities participated in the study. It was conducted in seven special schools in Małopolskie Province. Three criteria were adopted for dividing students into groups: age, gender, and place of residence. Participants were 35 boys and 28 girls. They were divided into two subgroups in terms of their place of residence: those living in a town (31 students) and those living in the country (32 students). The results of the study were analyzed with the use of the easiness coefficient developed by Joanna Głodkowska (1999). This article aims to provide practical guidance on how to work with students with mild intellectual disabilities so that their need for verbal communication and verbal communication skills are developing. The final part presents the findings and recommendations for educational practice.

scholarly journals Psychometrics of the Pragmatic Rating Scale for School-Age Children With a Range of Linguistic and Social Communication Skills

2021 ◽  
pp. 1-12
Author(s):  
Emily Dillon ◽  
Calliope Holingue ◽  
Dana Herman ◽  
Rebecca J. Landa
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Rating Scale ◽  
Peer Acceptance ◽  
Autism Spectrum ◽  
Analysis Of Covariance ◽  
School Age ◽  
Communication Impairment ◽  
Social Communication Skills ◽  
Pragmatic Communication

Purpose Social communication or pragmatic skills are continuously distributed in the general population. Impairment in these skills is associated with two clinical disorders, autism spectrum disorder (ASD) and social (pragmatic) communication disorder. Such impairment can impact a child's peer acceptance, school performance, and current and later mental health. Valid, reliable, examiner-rated observational measures of social communication from a semistructured language sample are needed to detect social communication impairment. We evaluated the psychometrics of an examiner-rated measure of social (pragmatic) communication, the Pragmatic Rating Scale–School Age (PRS-SA). Method The analytic sample consisted of 130 children, ages 7–12 years, from five mutually exclusive groups: ASD ( n = 25), language concern (LC; n = 5), ASD + LC ( n = 10), social communication impairment only ( n = 22), and typically developing (TD; n = 68). All children received language and autism assessments. The PRS-SA was rated separately using video-recorded communication samples from the Autism Diagnostic Observation Schedule. Assessment data were employed to evaluate the psychometrics of the PRS-SA. Analysis of covariance models were used to assess whether the PRS-SA would detect differences in social communication functioning across the five groups. Results The PRS-SA demonstrated strong internal reliability, concurrent validity, and interrater reliability. PRS-SA scores were significantly higher in all groups compared to the TD group and differed significantly in most pairwise comparisons; the ASD + LC group had the highest (more atypical) scores. Conclusions The PRS-SA shows promise as a measure of social communication skills in school-age verbally fluent children with a range of social and language abilities. More research is needed with a larger sample, including a wider age range and geographical diversity, to replicate findings. Supplemental Material https://doi.org/10.23641/asha.15138240

Communication Partner Interventions for Students Who Use AAC

2008 ◽  
Vol 17 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Jennifer Kent-Walsh
Keyword(s):  
Communication Skills ◽  
School Environment ◽  
Educational Outcomes ◽  
Communicative Competence ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Communication Partner ◽  
Communication Partners ◽  
Outcomes For Children

Abstract Research indicates that the communication skills of partners significantly influence the success of communicative interactions with individuals who use AAC. Frequently, partners have been reported to not provide supportive opportunities for communication when interacting with individuals who use AAC. In turn, individuals who use AAC have been documented to often be passive communicators, particularly when they are at the beginning stages of developing communicative competence. Given the importance of effective communication skills in the school environment, it is essential that speech-language pathologists consider conducting partner interventions when working with school-age children with AAC needs. This article provides practical suggestions for speech-language pathologists by exploring (a) the range of communication partners who may benefit from partner interventions, (b) examples of interaction skills that can be targeted through partner interventions, and (c) a suggested protocol for communication partner interventions. By providing interventions for communication partners who are complimentary to interventions provided directly, it is possible for school SLPs to strengthen their approach to improving communication and educational outcomes for children with AAC needs.

scholarly journals THE IMPORTANCE OF DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN

2020 ◽  
Vol 68 (4) ◽  
pp. 199-206
Author(s):  
S.Zh. Yerkebayeva ◽  
◽  
A.E. Zhumabayeva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Social Adaptation ◽  
Interpersonal Interaction ◽  
Communicative Skills ◽  
The Social ◽  
Individual Concepts ◽  
Game Activity ◽  
Communicative Abilities ◽  
Joint Game

The article describes the problem of forming communication skills of preschool children. In the context of updating the content of education, the problem of forming communication skills is an urgent socio-pedagogical problem, which means that the positive solution of the level of education of children, the effectiveness of interpersonal interaction with teachers and peers and, in general, the social adaptation of children depends on social teachers. The analysis of key theoretical ideas and personal concepts in the formation of communicative skills of preschool children in relation to each other was carried out. The article considers the socio-historical concept of individual concepts" communication"," communication skills", the grouping of components of communication as activities, the analysis of components of communication activities, communication skills, and communicative abilities. The authors note that during the formation of communication skills, children of age have a need for situational business communication with peers. Joint game activity exists as the content of communication, there is a need for respect and respect from peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. At the same time, the components of communication were grouped as communicative activities, and the actions in which the action of communicative skills is carried out, and the components of communicative abilities were considered.

scholarly journals Formation of communication skills of high school students of digital technologies

2021 ◽  
Author(s):  
М.М. Шубович
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Social Groups ◽  
Digital Technologies ◽  
Educational Process ◽  
School Age ◽  
Age Group ◽  
School Students ◽  
Theoretical Justification

Актуальность статьи обусловлена необходимостью того, что современный подросток должен уметь «грамотно работать с информацией, быть коммуникабельным, контактным в различных социальных группах, уметь работать сообща в разных областях». В школах начали изменяться коммуникативные навыки и появляться новые, которые напрямую связаны с цифровыми технологиями. Однако сейчас существуют противоречия: между потребностью в личности, владеющей навыками коммуникации и недостаточной разработанностью теоретико-практических подходов по развитию коммуникативных навыков старшеклассников средствами цифровых технологий; между признанием общения в качестве ведущей деятельности в старшем школьном возрасте и недостаточной разработанностью методики психолого-педагогической работы с данной возрастной группой по развитию коммуникативных навыков. Таким образом, цель статьи заключается в выявлении психолого-педагогические условий развития коммуникативных навыков, их теоретического обоснования, а также в оценке психолого-педагогических возможностей комплекса практических мер с применением цифровых технологий как средства развития коммуникативных навыков старшеклассников в современном образовательном процессе. The relevance of the article is due to the need for a modern adolescent to be able to «work competently with information, be sociable, contact in various social groups, and be able to work together in different areas». Communication skills began to change in schools and new ones appeared that are directly related to digital technologies. However, now there are contradictions: between the need for a person who possesses communication skills and the insufficient development of theoretical and practical approaches to the development of high school students' communication skills by means of digital technologies; between the recognition of communication as a leading activity in senior school age and the insufficient development of the methodology of psychological and pedagogical work with this age group for the development of communication skills. Thus, the purpose of the article is to identify the psychological and pedagogical conditions for the development of communication skills, their theoretical justification, as well as to assess the psychological and pedagogical capabilities of a set of practical measures using digital technologies as a means of developing the communication skills of high school students in the modern educational process.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Sign in / Sign up

Export Citation Format

Share Document