The effect of training in referential communication on social competence in developmentally delayed school children
Thesis (M.Sc.)--Memorial University of Newfoundland, 1985. Psychology Bibliography: leaves 50-56. This study is an investigation of the effects of training in referential communication on peer acceptance and teacher ratings of seven to nine year old developmentally delayed school children. Twenty-fo...
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ftmemorialunivdc:oai:collections.mun.ca:theses2/211713 2023-05-15T17:23:31+02:00 The effect of training in referential communication on social competence in developmentally delayed school children Galutira, Beverly Memorial University of Newfoundland. Dept. of Psychology 1984 vi, 66 leaves : ill. Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses2/id/211713 Eng eng Electronic Theses and Dissertations (8.83 MB) -- http://collections.mun.ca/PDFs/theses/Galutira_Beverly.pdf 75332261 http://collections.mun.ca/cdm/ref/collection/theses2/id/211713 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries Interpersonal communication in children Social skills Oral communication Text Electronic thesis or dissertation 1984 ftmemorialunivdc 2015-08-06T19:17:26Z Thesis (M.Sc.)--Memorial University of Newfoundland, 1985. Psychology Bibliography: leaves 50-56. This study is an investigation of the effects of training in referential communication on peer acceptance and teacher ratings of seven to nine year old developmentally delayed school children. Twenty-four subjects were divided into three groups: Treatment, attention control, and no treatment control. It was predicted that (1) referential communication would improve with training, (2) as referential communication improved there would be an increase in the subjects' ratings of peer acceptance, and (3) improvements would occur in teacher ratings of peer interactions but not necessarily in ratings of compliance. -- The results of the experiment supported the hypotheses. Children who received training in referential communication demonstrated improvement following six weekly training sessions. A two-month followup assessment showed that training was effective in producing improvements in both peer acceptance ratings and teacher ratings in the treatment group, but not in the control groups. There were no improvements in ratings of compliance. The potential benefits of referential communication as a factor in social competence are discussed, and future research needs are indicated. Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
op_collection_id |
ftmemorialunivdc |
language |
English |
topic |
Interpersonal communication in children Social skills Oral communication |
spellingShingle |
Interpersonal communication in children Social skills Oral communication Galutira, Beverly The effect of training in referential communication on social competence in developmentally delayed school children |
topic_facet |
Interpersonal communication in children Social skills Oral communication |
description |
Thesis (M.Sc.)--Memorial University of Newfoundland, 1985. Psychology Bibliography: leaves 50-56. This study is an investigation of the effects of training in referential communication on peer acceptance and teacher ratings of seven to nine year old developmentally delayed school children. Twenty-four subjects were divided into three groups: Treatment, attention control, and no treatment control. It was predicted that (1) referential communication would improve with training, (2) as referential communication improved there would be an increase in the subjects' ratings of peer acceptance, and (3) improvements would occur in teacher ratings of peer interactions but not necessarily in ratings of compliance. -- The results of the experiment supported the hypotheses. Children who received training in referential communication demonstrated improvement following six weekly training sessions. A two-month followup assessment showed that training was effective in producing improvements in both peer acceptance ratings and teacher ratings in the treatment group, but not in the control groups. There were no improvements in ratings of compliance. The potential benefits of referential communication as a factor in social competence are discussed, and future research needs are indicated. |
author2 |
Memorial University of Newfoundland. Dept. of Psychology |
format |
Thesis |
author |
Galutira, Beverly |
author_facet |
Galutira, Beverly |
author_sort |
Galutira, Beverly |
title |
The effect of training in referential communication on social competence in developmentally delayed school children |
title_short |
The effect of training in referential communication on social competence in developmentally delayed school children |
title_full |
The effect of training in referential communication on social competence in developmentally delayed school children |
title_fullStr |
The effect of training in referential communication on social competence in developmentally delayed school children |
title_full_unstemmed |
The effect of training in referential communication on social competence in developmentally delayed school children |
title_sort |
effect of training in referential communication on social competence in developmentally delayed school children |
publishDate |
1984 |
url |
http://collections.mun.ca/cdm/ref/collection/theses2/id/211713 |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (8.83 MB) -- http://collections.mun.ca/PDFs/theses/Galutira_Beverly.pdf 75332261 http://collections.mun.ca/cdm/ref/collection/theses2/id/211713 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
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1766112974950367232 |