Dissertation/Thesis Abstract

Supporting Communicative Autonomy Through Academics: The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking
by Haughney, Kathryn Leigh, Ph.D., The University of North Carolina at Charlotte, 2018, 221; 10790451
Abstract (Summary)

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 commThe 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.unication 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.

Indexing (document details)
Advisor: Collins, Belva C., Browder, Diane M.
Commitee: Ahlgrim-Delzell, Lynn, Gilson, Cindy, Wakeman, Shawnee
School: The University of North Carolina at Charlotte
Department: Special Education
School Location: United States -- North Carolina
Source: DAI-A 79/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Special education, Teacher education, Curriculum development
Keywords: Aac, Autism, Intellectual disability, Listening comprehension, Social studies
Publication Number: 10790451
ISBN: 9780355876000
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