Outcomes of a Social Communication Intervention on the Use of Emotion Words
Children with language impairment (LI) have often been identified as having social communication breakdowns. A number of these problems are likely the result of deficits in emotional competence. This thesis examines a social communication intervention designed to target the emotional competence of c...
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ndltd-BGMYU2-oai-scholarsarchive.byu.edu-etd-40942021-09-01T05:02:07Z Outcomes of a Social Communication Intervention on the Use of Emotion Words Cornett, Amy Tucker Children with language impairment (LI) have often been identified as having social communication breakdowns. A number of these problems are likely the result of deficits in emotional competence. This thesis examines a social communication intervention designed to target the emotional competence of children with LI. Three elementary school-aged children with LI were recruited to receive twenty, 20-minute intervention sessions over the course of four months. Each intervention session involved a combination of activities targeting emotion recognition and emotion inferencing using story retell, story exploration, story enactment, perspectives charts, journal entries, emotion labeling, and personalization. These activities revolved around Mercer Mayer's A Boy, A Dog, and A Frog (1967) wordless picture book series. These books were used because of their age-appropriate subject matter and clear, simple depictions of character actions and facial expressions. To analyze the effectiveness of this intervention package in improving emotional competence, the number of emotion-based words belonging to the emotional categories of happiness, sadness, anger, fear, surprise, and disgust that were produced each session was counted. The percentage of appropriate usage was calculated to represent how often the participants used each emotion-based word in a semantically correct manner. Finally, emotion word productions that did not match the intended target word were analyzed for valence agreement. Results were highly variable but all three participants demonstrated improvements in the percentage of accurate productions in at least one emotional category. Although all three participants usually used words of a positive valence in an appropriate manner, inappropriate uses were also observed. When actual emotion-word productions mismatched the intended emotions, all three participants produced low valence agreement for words of positive valence and high valence agreement for words of negative valence. Further research is warranted but results suggested that this particular social communication intervention was effective in improving the production of specific emotion words by children with LI. 2012-07-11T07:00:00Z text application/pdf https://scholarsarchive.byu.edu/etd/3095 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4094&context=etd http://lib.byu.edu/about/copyright/ Theses and Dissertations BYU ScholarsArchive language impairment school-age children emotional competence social competence social communication intervention emotion expression emotion-based words Communication Sciences and Disorders |
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language impairment school-age children emotional competence social competence social communication intervention emotion expression emotion-based words Communication Sciences and Disorders |
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language impairment school-age children emotional competence social competence social communication intervention emotion expression emotion-based words Communication Sciences and Disorders Cornett, Amy Tucker Outcomes of a Social Communication Intervention on the Use of Emotion Words |
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Children with language impairment (LI) have often been identified as having social communication breakdowns. A number of these problems are likely the result of deficits in emotional competence. This thesis examines a social communication intervention designed to target the emotional competence of children with LI. Three elementary school-aged children with LI were recruited to receive twenty, 20-minute intervention sessions over the course of four months. Each intervention session involved a combination of activities targeting emotion recognition and emotion inferencing using story retell, story exploration, story enactment, perspectives charts, journal entries, emotion labeling, and personalization. These activities revolved around Mercer Mayer's A Boy, A Dog, and A Frog (1967) wordless picture book series. These books were used because of their age-appropriate subject matter and clear, simple depictions of character actions and facial expressions. To analyze the effectiveness of this intervention package in improving emotional competence, the number of emotion-based words belonging to the emotional categories of happiness, sadness, anger, fear, surprise, and disgust that were produced each session was counted. The percentage of appropriate usage was calculated to represent how often the participants used each emotion-based word in a semantically correct manner. Finally, emotion word productions that did not match the intended target word were analyzed for valence agreement. Results were highly variable but all three participants demonstrated improvements in the percentage of accurate productions in at least one emotional category. Although all three participants usually used words of a positive valence in an appropriate manner, inappropriate uses were also observed. When actual emotion-word productions mismatched the intended emotions, all three participants produced low valence agreement for words of positive valence and high valence agreement for words of negative valence. Further research is warranted but results suggested that this particular social communication intervention was effective in improving the production of specific emotion words by children with LI. |
author |
Cornett, Amy Tucker |
author_facet |
Cornett, Amy Tucker |
author_sort |
Cornett, Amy Tucker |
title |
Outcomes of a Social Communication Intervention on the Use of Emotion Words |
title_short |
Outcomes of a Social Communication Intervention on the Use of Emotion Words |
title_full |
Outcomes of a Social Communication Intervention on the Use of Emotion Words |
title_fullStr |
Outcomes of a Social Communication Intervention on the Use of Emotion Words |
title_full_unstemmed |
Outcomes of a Social Communication Intervention on the Use of Emotion Words |
title_sort |
outcomes of a social communication intervention on the use of emotion words |
publisher |
BYU ScholarsArchive |
publishDate |
2012 |
url |
https://scholarsarchive.byu.edu/etd/3095 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4094&context=etd |
work_keys_str_mv |
AT cornettamytucker outcomesofasocialcommunicationinterventionontheuseofemotionwords |
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1719473528582963200 |