The purpose of this study was to investigate the effect of the role-playing intervention program on pragmatic competence -comments, statements, expressions recepted conversation- with children delayed language development. The subjects of study were 2 children diagnozed with delayed language develop...
The purpose of this study was to investigate the effect of the role-playing intervention program on pragmatic competence -comments, statements, expressions recepted conversation- with children delayed language development. The subjects of study were 2 children diagnozed with delayed language development at the department of child psychology. The program was implemented for 15 weeks. It was started from June 1th, 2004 and ended September 13, 2004. The program was taken three times a week. In this study, the pre-testing, intervention program and the post testing was done on the subject was to evaluate the intervention effects. The results of this study are as followings; First, the role-playing intervention program elevated, pragmatic competence of children with delayed language development. Case A appeared from 40% in the pre-testing to 86% in the post testing, case B appeared from 43% in the pre-testing to 80% in the post testing. Each case elevated 46%, 37%. Second, the role-playing intervention program elevated comments in pragmatic competence of children with delayed language development. Case A appeared from 40% in the pre-testing to 90% in the post testing, case B appeared from 60% in the pre-testing to 90%in the post testing. Each case elevated 60%, 30%. Especially recognition/ description, properties and requests were growing. Third, the role-playing intervention program elevated statements in pragmatic competence of children with delayed language development. Case A appeared from 30% in the pre-testing to 80% in the post testing, case B appeared from 20% in the pre-testing to 70% in the post testing. Each case elevated 50%. Cases A and B were growing all of statement - rules, evalutions, interal report, attributions and claims. Fourth, the role-playing intervention program elevated reception express about conversation in pragmatic competence of children with delayed language development. Case A appeared from 50% in the pre-testing to 90% in the post testing, case B appeared from 50% in the pre-testing to 80% in the post testing. Each case elevated 40%, 30%. Especially eye-contact, expressions recepted and recognition/agree were growing.
The purpose of this study was to investigate the effect of the role-playing intervention program on pragmatic competence -comments, statements, expressions recepted conversation- with children delayed language development. The subjects of study were 2 children diagnozed with delayed language development at the department of child psychology. The program was implemented for 15 weeks. It was started from June 1th, 2004 and ended September 13, 2004. The program was taken three times a week. In this study, the pre-testing, intervention program and the post testing was done on the subject was to evaluate the intervention effects. The results of this study are as followings; First, the role-playing intervention program elevated, pragmatic competence of children with delayed language development. Case A appeared from 40% in the pre-testing to 86% in the post testing, case B appeared from 43% in the pre-testing to 80% in the post testing. Each case elevated 46%, 37%. Second, the role-playing intervention program elevated comments in pragmatic competence of children with delayed language development. Case A appeared from 40% in the pre-testing to 90% in the post testing, case B appeared from 60% in the pre-testing to 90%in the post testing. Each case elevated 60%, 30%. Especially recognition/ description, properties and requests were growing. Third, the role-playing intervention program elevated statements in pragmatic competence of children with delayed language development. Case A appeared from 30% in the pre-testing to 80% in the post testing, case B appeared from 20% in the pre-testing to 70% in the post testing. Each case elevated 50%. Cases A and B were growing all of statement - rules, evalutions, interal report, attributions and claims. Fourth, the role-playing intervention program elevated reception express about conversation in pragmatic competence of children with delayed language development. Case A appeared from 50% in the pre-testing to 90% in the post testing, case B appeared from 50% in the pre-testing to 80% in the post testing. Each case elevated 40%, 30%. Especially eye-contact, expressions recepted and recognition/agree were growing.
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