Teaching Conversational Skills to Retarded Adolescents

Kelly, Jeffrey A.; Furman, Wyndol; Phillips, J. L.; Hathorn, Sue; Wilson, Terry P.

doi:10.1300/j473v01n01_09

Cited by 46 publications

(14 citation statements)

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“…Eye contact was measurcd in sevcral studies (Cipani, 1980;Tofte-Tipps ct al., 1982). Kelly, Furman, Phillips, Hathorn, and Wilson (1979) measured informational facts and invitations to engage in an activity in addition to frequency of questions in asscssi:~g conversational ability of two retarded adolesccnt males.…”

Section: Assessing Obscrvable Components O F Convrrs8tional Abilitymentioning

confidence: 99%

“…the subject is insiructed to engage h c oihcr conversant in conversation for a period of time, without any suggestion as to topic. The length of the role-play can be from one-minute (Tofte-Tipps et al, 1982) to eight minutes (Kelly, Furman, Phillips, Hathorn, & Wilson, 1979). Usually, the confederates are instructed as to how many times they can initiate conversation, or the number of questions they can ask.…”

Section: Assessing Obscrvable Components O F Convrrs8tional Abilitymentioning

confidence: 99%

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Research and Practice in Three Areas of Social Competence:

Cipani

1988

Child & Youth Services

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Section: Assessing Obscrvable Components O F Convrrs8tional Abilitymentioning

confidence: 99%

Section: Assessing Obscrvable Components O F Convrrs8tional Abilitymentioning

confidence: 99%

Research and Practice in Three Areas of Social Competence:

Cipani

1988

Child & Youth Services

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“…Other discrete response definitions have been proposed which consider the function of the person's social response, including: cooperative ball rolling (Morris & Dolker, 1974), telephone usage (Nietupski & Williams, 1974), job interview skills (Kelly, Wildman, & Berler, 1980), conversational skills (Kelly, Furman, Phillips, Hathorn, & Wilson, 1979), competitive and cooperative play (Knapczyk & Yoppi, 1975), question asking, self-disclosure, and complimentary comments (Kelly, Wildman, Urey, & Thurman, 1980). These approaches overcome several of the limitations of the general approaches.…”

Section: Specific Definition Of Social Skillsmentioning

confidence: 99%

Contemporary Issues in Social Skills Research With Mentally Retarded Persons

Schloss

Schloss²

1985

J Spec Educ

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There is consistent evidence that a majority of mildly and moderately mentally retarded persons adjust to community environments upon leaving school. Mental age and academic achievement appear not to have a significant influence on adjustment. Other features, including interpersonal skills and social competence do have a strong bearing on community adjustment.In view of this, numerous studies over the past two decades have been conducted to evaluate social skill enhancement strategies. Unfortunately, there are serious limitations to this literature.Specifically, (a) the absence of a conceptual base has resulted in the failure of research to build a comprehensive body of knowledge; (b) training priorities have not been matched to learner characteristics or needs; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision ; (e) investigators seldom evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not demonstrated that community integration and adjustment can be enhanced through training.

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“…Among these are sharing materials and assisting peers (Hendrickson, Strain, Tremblay, & Shores, 1982), greeting, joining ongoing play, attending and responding to invitations, conversation, and play (La Greca & Mesibov, 1979). Many of these skills have been successfully taught to handicapped and/or socially unskilled children through direct instruction, peer coaching, modeling, behavior rehearsal, and reinforcement techniques (Cartledge & Milburn, 1981;Kelly, Furman, Phillips, Hathorn, & Wilson, 1979;Oden & Asher, 1977;Rogers-Warren, Ruggles, Peterson, & Cooper, 1981). Although hearing-impaired children demonstrate deficits in some of the skill areas, these intervention techniques have been used infrequently with this population (Lemanek, Williamson, Gresham, & Jensen, 1986;Barton & Osborne, 1978).…”

mentioning

confidence: 99%

The Effect of Social Skill Training on the Peer Interaction of Preschool Hearing-Impaired Children

Antia

Kreimeyer

1987

Journal of the Division for Early Childhood

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The following study evaluated the effectiveness of a social skills intervention program for preschool hearing-impaired children. A combined multiple baseline-reversal design was used across two groups of three children. Activities were designed that created opportunities for practicing social skills accompanied by instructor modeling and prompting and data on positive and negative interaction were obtained during instructor-directed activities and free play probes. Results showed that (a) positive peer interaction increased for both groups of children, (b) sharing increased more than conversation, (c) positive interaction generalized to the free play setting while the intervention was in effect, and (d) positive interaction decreased when the intervention ceased. The relationship between linguistic competence and social interactions is discussed, and suggestions are made for future research.

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Teaching Conversational Skills to Retarded Adolescents

Cited by 46 publications

References 0 publications

Research and Practice in Three Areas of Social Competence:

Research and Practice in Three Areas of Social Competence:

Contemporary Issues in Social Skills Research With Mentally Retarded Persons

The Effect of Social Skill Training on the Peer Interaction of Preschool Hearing-Impaired Children

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