Many school-age children with a diagnosis of Language Impairment (LI) also have social communication difficulties. Some of these difficulties are related to deficits in emotion understanding. This thesis evaluates the effects of a social communication intervention designed to increase the production of emotion-based words as an indicator of emotional competence. For five elementary school-aged children with LI, the production of emotion-based words was analyzed by first determining the frequency of words produced in preintervention sessions for the following categories: happiness, sadness, anger, fear, surprise, and disgust. Following these measures, the participants received 20 intervention sessions over the course of treatment. Treatment involved the use of narratives to address emotion recognition and inferencing abilities. Individual analyses for each participant, including percent of nonoverlapping data (PND), were conducted for each participant in the categories of anger, fear, and surprise, to determine the effects on the production of emotion-based words during the intervention. The results for each participant and emotion category varied greatly, but each participant demonstrated improvement in the PND for at least one emotion category. These results were promising and underscore the value of social communication intervention for children with LI in the area of emotion understanding.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-7010 |
| Date | 01 June 2016 |
| Creators | Longmore, Emilee Anne |
| 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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