Building Classroom Communication Competence: A Case for a Multiperspective Approach

Ripich, Danielle N.

doi:10.1055/s-2008-1064265

Cited by 5 publications

(1 citation statement)

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“…As part of the narrative feedback, one teacher said, &dquo;I had never considered the aspect of nonverbal communication before.&dquo; A more &dquo;global&dquo; perspective of a student's communication needs to be integrated into the classroom, if it is not already there. A teacher who uses this scale to describe a student's speech and language challenges and strengths may find it easier to understand (a) the importance of incorporating speech and language intervention into the classroom environment and (b) how this can be done systematically and successfully (Ebert & Prelock, 1994;Ripich, 1989).…”

Section: Discussionmentioning

confidence: 99%

Development of the Teacher Assessment of Student Communicative Competence (TASCC) for Grades 1 Through 5

Smith

McCauley

Guitar

2000

Communication Disorders Quarterly

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With increased calls for documenting the educational impact of communication deficits and treatment outcomes, the need for systematic measures of students' communicative effectiveness in the classroom has never been greater. Teachers are in an excellent position to observe and measure their students' verbal and nonverbal communicative abilities and use of compensatory strategies; thus, speech-language pathologists in schools may benefit from a use of teacher rating scales. This article describes the initial development and possible applications of such a measure, the Teacher Assessment of Student Communicative Competence (TASCC), for use with students in the first through fifth grades.

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Section: Discussionmentioning

confidence: 99%

Development of the Teacher Assessment of Student Communicative Competence (TASCC) for Grades 1 Through 5

Smith

McCauley

Guitar

2000

Communication Disorders Quarterly

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Sociolinguistic analysis: Nonformalassessment of children's language and literacy skills

Wilkinson

Silliman

1990

Linguistics and Education

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Teachers' Perceptions of Adolescent Females With Voice Disorders

Zacharias

Kelchner

Creaghead

2013

LSHSS

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Adolescent female students with voice disorders may be at risk for academic, social, and vocational difficulties. These results highlight and support the need to inform teachers, speech-language pathologists, students, and families about the potential for subtle biases and negative perceptions of students with voice disorders by teachers. Furthermore, teaching self-advocacy to students who have voice disorders may help them obtain an optimal education experience.

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Building Classroom Communication Competence: A Case for a Multiperspective Approach

Cited by 5 publications

References 1 publication

Development of the Teacher Assessment of Student Communicative Competence (TASCC) for Grades 1 Through 5

Development of the Teacher Assessment of Student Communicative Competence (TASCC) for Grades 1 Through 5

Sociolinguistic analysis: Nonformalassessment of children's language and literacy skills

Teachers' Perceptions of Adolescent Females With Voice Disorders

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