Children diagnosed with Language Impairment (LI) often have difficulty with aspects of social communication. This thesis evaluates the effects of a social communication intervention focused on facilitating the correct production of emotion words in four elementary school-aged children with LI. Researchers monitored changes from pretreatment baseline data, through the intervention, and ended with posttreatment follow-up data for the emotions happiness, surprise, fear, anger, sadness, and disgust. Based on baseline measures, emotion categories in which the child showed limited proficiency were targeted for the 20 intervention sessions. The emotions targeted were different for each child. Each intervention session contained a combination of storybook therapeutic strategies such as story enactment, story sharing, and modeling by the clinician to help increase the child's emotion understanding. The child participated in emotion recognition and emotion inferencing tasks. The data for each participant was analyzed individually and formatted into figures. Data analyzation was performed using percentage of non-overlapping data (PND) which provided insight into how successful the intervention was for each of the targeted emotions. The results of each child's emotion based words were varied, some participants making good progress and others showing little or no gains. These results suggest that the intervention was effective for some of the children and should continued to be refined.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-7860 |
| Date | 01 June 2018 |
| Creators | Luddington, Annelise |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Theses and Dissertations |
| Rights | http://lib.byu.edu/about/copyright/ |
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