Supporting communicative autonomy through academics: The effects of text-based listening comprehension strategy instruction on communicative turn-taking

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Haughney, K. (2018). Supporting communicative autonomy through academics: The effects of text-based listening comprehension strategy instruction on communicative turn-taking. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and communication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student’s view of the intervention, and the classroom staff’s view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.

Details
Author

Haughney, Kathryn

Title

Supporting communicative autonomy through academics: The effects of text-based listening comprehension strategy instruction on communicative turn-taking

Physical Description

1 online resource (221 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and communication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student’s view of the intervention, and the classroom staff’s view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.

Genre

doctoral dissertations

Subjects--Topics

Special education
Teachers--Training of
Curriculum planning

Degree

Ph.D.

Keywords

AAC
Autism
Communication
Intellectual Disability
Listening Comprehension
Social Studies

Subject Area

Special Education

Advisor(s)

Collins, Belva
Browder, Diane

Committee Members

Wakeman, Shawnee
Gilson, Cindy
Ahlgrim-Delzell, Lynn

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Haughney_uncc_0694D_11670

Permalink

http://hdl.handle.net/20.500.13093/etd:1086