Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in "Autism Res" 6:468-478, 2013). Sixty-one children with autism age 5-8 with minimal spontaneous communication received a 6-month social communication…

Background: People with severe intellectual disability have limited communication skills, small social networks, and may experience isolation. Little is known about how interactions occur with social network members and the role of social support. Method: An adult with a severe intellectual disability was observed in her daily environments. Her…

Presents and applies a self-validation model and topology of transactional relationships for use in the selection of concepts and skills in the study of interpersonal communication. (MH)

The study was designed to assess the impact of a structured communications skills workshop of self-referred clients who expressed problems in feeling uncomfortable, awkward, or isolated in their relationships with others. (Author)

Presents a conceptual and operational definition of one cognitive dimension of communicative competence--interaction involvement--based on Goffman's model of face-to-face society. Reports two studies to support the validity of the definition. Outlines the implications for future research on communicative competence as well as instructional…

Intended for those who teach dyadic communication, this paper argues that each partner in an intimate relationship has two primary communication needs: (1) to listen, look at, and pay attention to the "self" in order to attain clear awareness as a source of information for self-disclosure; and (2) to listen, look at, and pay attention to…

Relates speech communication and employment interviewing by applying a developmental theory of interpersonal communication to the initial job interview. Provides a self-validation model that is analogous to interpersonal perception theory. (Author)

Studies of the child-adult interaction with children or adolescents with severe handicaps demonstrated the importance of analyzing correctly the interaction modalities and knowing which are means used spontaneously by the child before introducing technical aids for communication. (Author/DB)

Containing a methodological and conceptual critique of rules theory, this paper argues that rules theory cannot adequately explain enigmatic episodes because of its reliance on the practical syllogism and the concept of coordination. It proposes structural analysis as an alternative approach to analyzing and conceiving of enigmatic episodes. The…

Although most information exchanged in an initial interaction is superficial, relationships often develop or terminate depending on the evaluations made during the first three to four minutes of a conversation. In order to investigate the content and process levels of the information exchanged during the initial interactions, 90 subjects watched…

Presents the foundation of a communicator style construct which is stipulated to include communication variables which reflect the "way one verbally and paraverbally interacts to signal how literal meaning should be taken, interpreted, filtered, or understood." (MH)

The purposes of this book are to offer the outlines of a reciprocal-interactionist view of communication and education, to show some of its applications and implications, and to stimulate questions for exploration of the subject. Topics discussed in the seven chapters of the book are (1) the nature of interactions, (2) communication in reciprocal…

At Western Illinois University a three segment workshop has been initiated to help participants become aware of intimacy skills and facilitate their actual practice. The model has three separate sections; each is devoted to a distinct but related series of concepts and activities. (Author)