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Using a barrier game format to improve children's referential communication skills.

B H Bunce1

  • 1Washburn University, Topeka, KS.

The Journal of Speech and Hearing Disorders
|February 1, 1989
PubMed
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Training learning-disabled (LD) students in referential communication skills significantly improved their speaking abilities compared to a control group. These gains were maintained long-term, showing LD students benefit from targeted communication training.

Area of Science:

  • * Cognitive Psychology
  • * Special Education
  • * Developmental Psychology

Background:

  • * Learning-disabled (LD) students often face challenges in communication.
  • * Referential communication skills are crucial for effective interaction and learning.
  • * Previous research on improving these skills in LD populations is limited.

Purpose of the Study:

  • * To investigate the effectiveness of training referential communication skills in upper elementary-aged learning-disabled students.
  • * To compare the performance of trained LD students with untrained LD students and normally achieving students.
  • * To assess the long-term retention of trained skills.

Main Methods:

  • * Forty-two upper elementary-aged children were divided into three groups: LD training, LD control, and normally achieving training.

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  • * All participants completed pretests including listening and speaking tasks.
  • * The two training groups received dyadic training on referential communication tasks, followed by posttests and a 7-month follow-up.

    • Main Results:

    • * No significant differences were found in listening task performance across groups.
    • * The LD trained group showed significantly higher scores on speaking measures compared to the LD control group.
    • * The LD trained group performed comparably to the normally achieving training group, and significant differences between LD groups persisted at follow-up.

    Conclusions:

    • * Learning-disabled students can significantly benefit from targeted training in referential communication skills.
    • * The improvements in speaking skills are measurable and can be sustained over time.
    • * Intervention programs focusing on referential communication are effective for enhancing the communicative competence of LD students.