Facilitating pragmatic skills through role-play in learners with language learning disability

Abstract

BackgroundRole-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement.AimThe aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD.MethodThe use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records.ResultsResults revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results.ConclusionRole-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

Mixed-methods research: A tutorial for speech-language therapists and audiologists in South Africa

“…It may be that sampling and data collection are carried out separately, but that the integration occurs during data analysis, interpretation or theory generation. The study by Abdoola, Flack and Karrim ( 2017 ) that facilitated pragmatic skills through role-play in learners with language-learning disability kept the two sets of data separate and only integrated them at the reporting level through a weaving approach.…”

Mamae Nui me te Takiwātanga: Surplus suffering and autism spectrum disorder in school social work practice

“…There is a clear link between ASD and struggles related to pragmatic language (Klusek et al, 2014). Both Klusek et al (2014), and Abdoola et al, (2017) define pragmatic language as the ability to adapt a person's speech to social contexts. Abdoola et al (2017) and Scattone (2007) outline the use of group interventions that assist children gaining proficiency in pragmatic language.…”

“…Both Klusek et al (2014), and Abdoola et al, (2017) define pragmatic language as the ability to adapt a person's speech to social contexts. Abdoola et al (2017) and Scattone (2007) outline the use of group interventions that assist children gaining proficiency in pragmatic language. While both Foster (2015) and Eveslage (2012) discuss the possibility of social workers engaging in interventions related to pragmatic language, Foster (2015) found that few workers did so.…”

“…Both professionals discussed therapeutic interventions as possible mechanisms. When shown the work of Abdoola et al (2017), regarding therapeutic techniques to improve the social skills of children on the autism spectrum, Anne identified the social skills programmes they had been running which served a similar function, such as a drumming group…”

“…As previously stated, Scattone (2007), and Abdoola et al (2017) have outlined the use of therapeutic interventions that address pragmatic language difficulties common amongst people with ASD. Sophie (BP) identified this as an indirect treatment for what she considered to be a root cause of surplus suffering, the difficulties of communication which lead to isolation and stigma.…”