Date

2011

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This study investigated whether an intervention using video modeling combined with self-monitoring can improve social communicative skills for preschool students with Speech and Language Impairments (SLI) utilizing a multiple baseline across participants design. Specifically, the level of initiations made toward a peer and the level of responses serving to sustain interactions were measured. During the intervention phase, subjects viewed a video model and learned to discriminate “good talking” from “not good talking”. They then viewed video of themselves and evaluated whether they did “good talking” after structured play sessions with a peer. Both participants increased in their level of initiations and level of responses made during the intervention phase. Limited generalization data was taken with other peers and found that the increased level of responding was maintained. The study provides preliminary evidence that a combined intervention using video modeling and self-monitoring can improve social communicative skills for preschool students with SLI.

Comments

Thesis (M.A.) Teacher Education Department

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