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A Developmental Perspective for Promoting Theory of Mind
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Westby, Carol; Robinson, Lee – Topics in Language Disorders, 2014
Social neuroscience research has resulted in changing views of the theory of mind (ToM) construct. Theory of mind is no longer viewed as a unitary construct, but rather as a multidimensional construct comprising cognitive and affective ToM and interpersonal and intrapersonal ToM, each of which has differing neurophysiological/neuroanatomical…
Descriptors: Neurosciences, Theory of Mind, Pragmatics, Interpersonal Communication
African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills
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Curenton, Stephanie M. – Topics in Language Disorders, 2015
This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions,…
Descriptors: African American Children, Preschool Children, Emotional Response, Pragmatics
Involving Parents in Teaching Social Communication Skills to Young Children
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Weiss, Amy L.; Theadore, Geraldine – Topics in Language Disorders, 2011
This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…
Descriptors: Interpersonal Communication, Communication Skills, Interpersonal Competence, Skill Development
Strategies for Promoting Generalization of Social Communication Skills in Preschoolers and School-Aged Children
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Timler, Geralyn R.; Vogler-Elias, Dawn; McGill, K. Fay – Topics in Language Disorders, 2007
Effective social communication interventions achieve 2 outcomes: enhancement of language and social skills and generalization of these skills during authentic interactions with peers. This article describes intervention contexts and strategies for promoting generalization of social communication skills in children with language impairments.…
Descriptors: Peer Groups, Intervention, Group Activities, Preschool Children
Beliefs about Listening in Students with Learning Disabilities: "Is the Speaker Always Right?"
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Donahue, Mavis L. – Topics in Language Disorders, 1997
Discusses the beliefs of children with learning disabilities about listening and the listener's role in repairing communicative breakdowns. Describes ways of using children's literature to enable students to reflect on the interactive roles of speaker and listener using stories with a theme of resolving communication breakdowns. (Author/CR)
Descriptors: Childrens Literature, Elementary Secondary Education, Interpersonal Communication, Interpersonal Competence
Social Skills in School-Age Children and Youth: Issues and Best Practices in Assessment and Intervention.
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Walker, Hill M.; And Others – Topics in Language Disorders, 1994
This paper views effective communication as an essential component of appropriate social behavior, provides definitions and conceptualizations of social skills and social competence within academic contexts, and describes social skills assessment and intervention procedures for school-age children and youth with and without disabilities.…
Descriptors: Communication Skills, Disabilities, Educational Practices, Elementary Secondary Education