The effectiveness of Colourful Semantics on narrative skills in children with intellectual disabilities in Sri Lanka

Hettiarachchi, Shyamani

doi:10.1177/1744629515591410

Cited by 14 publications

(18 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Various classroom training studies involving narratives have already been successfully carried out with preschool non-TD children (e.g., [91,92]). In this regard, [92] demonstrated that narrative interventions are a promising and effective strategy to teach oral narration to children with risk factors and narrative language delays, who may benefit from it in terms of their short-term and longterm narrative retelling skills (see also [93][94][95][96]). We claim that more effective interventions should include training focused on not only children's speech but also their gestures and general multimodal behavior.…”

Section: Discussionmentioning

confidence: 99%

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

Vilà-Giménez

Prieto

2021

Children

View full text Add to dashboard Cite

Speakers produce both referential gestures, which depict properties of a referent, and non-referential gestures, which lack semantic content. While a large number of studies have demonstrated the cognitive and linguistic benefits of referential gestures as well as their precursor and predictive role in both typically developing (TD) and non-TD children, less is known about non-referential gestures in cognitive and complex linguistic domains, such as narrative development. This paper is a systematic review and narrative synthesis of the research concerned with assessing the effects of non-referential gestures in such domains. A search of the literature turned up 11 studies, collectively involving 898 2- to 8-year-old TD children. Although they yielded contradictory evidence, pointing to the need for further investigations, the results of the six studies–in which experimental tasks and materials were pragmatically based–revealed that non-referential gestures not only enhance information recall and narrative comprehension but also act as predictors and causal mechanisms for narrative performance. This suggests that their bootstrapping role in language development is due to the fact that they have important discourse–pragmatic functions that help frame discourse. These findings should be of particular interest to teachers and future studies could extend their impact to non-TD children.

show abstract

Section: Discussionmentioning

confidence: 99%

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

Vilà-Giménez

Prieto

2021

Children

View full text Add to dashboard Cite

show abstract

“…The Past Tense Intervention (PaTI) programme was developed by the first author and specifically targets regular simple past tense marking in English contrasting it with the present continuous tense. The programme uses a combination of the following strategies that have been used in previous successful interventions: modelling of expressive language targets in context (Buckley, 1993; Sepúlveda et al, 2013; Yoder et al., 2014); use of recasts (Camarata et al, 2006); multiple repetitions of the target structure (Burgoyne et al., 2012; Sepúlveda et al, 2013); use of text to support learning, comprehension and memory for spoken language (Buckley, 1993; Buckley, 1995; Mengoni et al., 2014) and explicit explanation of grammatical rules (Bibi et al., 2019; Hettiarachchi, 2015; Tobin & Ebbels, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…Several other small scale studies report successful use of structured programmes for teaching syntax (e.g., colour coding and/or shape coding parts of the language) with children with intellectual difficulties that include children with Down syndrome (Bibi et al., 2019; Hettiarachchi, 2015; Tobin & Ebbels, 2018). An intervention using a shape coding system (Tobin & Ebbels, 2018) found significant gains for tense and plural agreement marking in copulas and auxiliaries ( d = 0.92) for 8/11 participants (six of whom had Down syndrome).…”

Section: Introductionmentioning

confidence: 99%

The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with Down syndrome

Baxter

Rees

Perovic

et al. 2022

Developmental Science

View full text Add to dashboard Cite

Children with language learning difficulties frequently display problems learning grammar. One such group is children with Down syndrome. This study evaluates the effectiveness of an intervention to teach the use of the regular simple past tense to children with Down syndrome. Trained teaching assistants delivered the intervention for 20 min per day for 10 weeks. We conducted a Randomised Controlled Trial, with a waiting list control design in which the Intervention group (N = 26) received the intervention immediately, while the delayed intervention group (N = 26) received the intervention later. Immediately following the intervention, the intervention group showed significantly larger gains in the use of regular simple past tense forms (d = 1.63 on a composite measure of simple past tense formation) as well as generalisation to verbs not explicitly taught. In addition, following the intervention children made overregularisation errors by incorrectly using regular simple past tense marking for irregular verbs; such errors support the claim that children had acquired generative knowledge underlying past tense marking. The delayed intervention control group showed identical benefits from the intervention when they received it, and the gains shown by the intervention group were maintained at follow up testing. This study shows that children with Down syndrome, who display severe language difficulties, can be taught to use simple past tense marking. The theoretical and applied implications of these findings for understanding the nature, causes and treatments of children's language difficulties are discussed.

show abstract

“…O CS vem obtendo resultados muito satisfatórios em diferentes países. Como atesta o trabalho realizado por [Hettiarachchi 2016], indicando mudanças positivas pós-intervenção nas medidas de habilidades narrativas qualitativas e quantitativas empreendidas sobre o conteúdo e estruturas sintáticas formadas pelo CS.…”

Section: Trabalhos Relacionadosunclassified

Design Thinking & Comunicação Aumentativa e Alternativa como ferramentas para o ensino e auxílio de professores do Atendimento Educacional Especializado

Júnior¹,

Nascimento²,

Carneiro³

et al. 2018

Anais Do XXIX Simpósio Brasileiro De Informática Na Educação (SBIE 2018)

View full text Add to dashboard Cite

The Specialized Educational Assistance (SEA) is a set of accessibility activities with pedagogical purposes, focused on attending students with special needs. Already the Augmentative and Alternative Communication (AAC) focuses on compensating for understanding and communication for individuals with disabilities in expression. Brazilian schools face difficulties in offering SEA with quality. Based on this, this study uses Design Thinking as an immersion approach in the problems of a rural public school to propose low-cost, efficient and sustainable solutions. By using Colorful Semantic in cards and in an application it was possible to improve indicators of learning and communication of students of the SEA. Resumo. O Atendimento Educacional Especializado (AEE) é um conjunto de atividades de acessibilidade com fins pedagógicos, focado em atender alunos com necessidades especiais. Já a Comunicação Aumentativa e Alternativa (CAA) foca em compensar a compreensão e a comunicação para indivíduos com incapacidades na expressão. As escolas brasileiras enfrentam dificuldades em oferecer o AEE com qualidade. Com base nisto, este estudo usa o DesignThinking como abordagem de imersão na problemática de uma escola pública rural para propor soluções de baixo custo, eficientes e sustentáveis. Utilizando-se o Colorful Semantic em cartões e em um aplicativo conseguiu-se melhorar indicadores de aprendizagem e comunicação de alunos do AEE. IntroduçãoNo último Censo Demográfico, 45,6 milhões de pessoas declararam ter pelo menos um tipo de deficiência, seja do tipo visual, auditiva, motora ou mental/intelectual [IBGE

show abstract

The effectiveness of Colourful Semantics on narrative skills in children with intellectual disabilities in Sri Lanka

Abstract: The Colourful Semantics approach is an effective therapy approach to support development of narrative skills in children with intellectual difficulties.

Cited by 14 publications

References 23 publications

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with Down syndrome

Design Thinking & Comunicação Aumentativa e Alternativa como ferramentas para o ensino e auxílio de professores do Atendimento Educacional Especializado

Contact Info

Product

Resources

About