I Want to Say so I Can Play: An Examination of a Pragmatic Language Intervention for Children with Specific Speech and Language Disorder
Keywords:Language, Pragmatics, SSLD, Direct Instruction, Intervention
This article reports findings from a small scale study in an urban DEIS (Delivering Equality of Opportunity in Schools) Band 1 Infant school. A collaborative mixed-methods action research study was chosen to investigate the effectiveness of an intervention to develop pragmatic language skills for children with Specific Speech and Language Disorder (SSLD). Structured interviews were conducted with the class teacher to complement the reflections of the special education teacher-researcher. Criterion-referenced pragmatic language checklists and a variety of observational tools were used to monitor the language of the focus group and in particular, their pragmatic language skills, during play. Findings from this study yielded improvements in children’s use of targeted language skills and engagement in play sessions.
Bishop, D. and Leonard, L.B. (2000) Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome, Hove: Psychology Press.
Bloom, L., and Lahey, M. (1978) Language Development and Language Disorders, New York: Wiley.
Department of Education and Science (DES) (1999) Primary School Curriculum, Dublin: DES.
Department of Education and Science (DES) (2005) Circular 02/05: Organisation of Teaching Resources for Pupils who need Additional Support in Mainstream Primary Schools, Dublin: DES.
Department of Education and Science (DES) (2017) Circular 13/17: Special Education Teaching Allocation - Primary, Dublin: DES.
Egan, M. (2011) Developing Speech, Language and Communication Skills. In Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy E. and O’Sullivan, S. (eds.) Strands: Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome, Curriculum Development Unit, Mary Immaculate College Limerick, pp.95-134.
Freeman, J. and Sugai, G. (2013) Professional Practice Identifying Evidence Based Special Education Interventions From Single-Subject Research, Teaching Exceptional Children Vol. 45 (5), pp. 6-12.
French, G. (2007) Children’s Early Learning and Development, Research paper, Dublin: National Council for Curriculum and Assessment.
Hallahan, D.P., Kaufmann, J.M. and Pullen P.C. (2012) Exceptional Learners: An Introduction to Special Education (12th ed), Boston: Pearson.
Irish Association of Speech and Language Therapists (IASLT) (2007) Specific Speech and Language Impairment in Children: Definition, Service Provision and Recommendations for Change http://www.iaslt.ie/docs/public/exec/IASLT%20SSLI%20Position%20Paper%20Oct%202007.pdf (accessed 21-12-2014).
Johnson, C.J. and Yeates, E. (2006) Evidence-based vocabulary instruction for elementary students via storybook reading, Evidence-Based Practice Briefs, Vol 1(3), pp. 1- 24.
Kaderavek, J.N. (2011) Language Disorders in Children: Fundamental Concepts of Assessment and Intervention (1st ed), New Jersey: Pearson.
Martin, W., and Dombey, H. (2002) Finding a Voice: Language and Play in the Home Corner, Language and Education, Vol. 16 (1), p.p 48 - 61.
Mertens, D.M. and McLaughlin, J.A., (2015) Research and Evaluation Methods in Special Education (8th ed), California: Corwin Press.
National Council for Curriculum and Assessment (NCCA) (2009) Aistear: the Early Childhood Curriculum Framework, Dublin: National Council for Curriculum and Assessment.
National Council for Special Education (NCSE) (2014) Information for Parents/Guardians of Children and Young People with Specific Speech and Language Disorders http://ncse.ie/wp content/uploads/2014/10/Pamphlet-7-SSLD-01_09_14.pdf. (accessed 7-2-2017).
Newcomer, P.L. and Hammill, D.D. (2008) Test of Language Development: Primary, Fourth Edition Examiner’s Manual, Texas: Pro-Ed.
O’Connor, F., Mahoney, K., Reilly, S. and Duggan, K. (2011) Evaluation of the Speech and Language Therapy Service In-School Provision in Limerick City Schools, http://www.mic.ul.ie/ted/documents/reporttedsl.pdf (accessed 21-3-2015).
Owens, R.E., Metz, D.E. and Haas, A. (2014) Introduction to Communication Disorders, A Lifespan Evidence-Based Perspective (5th ed), Boston: Pearson.
Peer, L. and Reid, G. (2016) Special Education Needs, A Guide for Inclusive Practice (2nd ed), London; Sage Publications Ltd.
Professional Development Service for Teachers [PDST] (2014) Five Components of Effective Oral Language Instruction, A Guide to the Teaching and Learning of Oral Language, Dublin: The Stationary Office.
Spencer, E. J., Goldstein, H. and Kaminski, R. (2012) Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary Instruction for Young Children, Young Exceptional Children, Vol.15 (1), pp. 18- 32.
Westwood, P. (2015) Commonsense Methods for Children with Special Education Needs (7th ed), London: Routledge
How to Cite
Copyright (c) 2020 REACH: Journal of Inclusive Education in Ireland
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors contributing to REACH: Journal of Inclusive Education in Ireland retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons Attribution- NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License allowing third parties to share, copy and redistribute the material in any medium or format under the following terms:
- Attribution (BY): You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NonCommercial (NC): You may not use the material for commercial purposes.
- NoDerivatives (ND): If you remix, transform, or build upon the material, you may not distribute the modified material.
Learn more about Creative Commons licensing.