Author ORCID Identifier
Date Available
4-26-2022
Year of Publication
2022
Degree Name
Master of Science in Education (MSEd)
Document Type
Master's Thesis
College
Education
Department/School/Program
Special Education
First Advisor
Dr. Melinda Ault
Second Advisor
Dr. Amy Spriggs
Abstract
There is a need for social communication skills to be explicitly taught to people with intellectual disabilities and complex communication needs. The use of naturalistic language interventions is an evidenced based practice shown to increase social communication skills in learners with disabilities. In addition, these interventions have proven successful when embedded into a storybook reading format. There is limited evidence when using both strategies to teach the skill of naming emotions. The purpose of this study was to determine the effectiveness of a mand-modeling procedure, during storybook reading, to teach middle schoolers with moderate and severe disabilities to name emotions and to name a self-care strategy when experiencing emotions. The results indicated the intervention was effective in teaching the skill of naming emotions.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2022.106
Recommended Citation
Owens, Paige Nicole, "THE EFFECTS OF MAND-MODEL WITHIN SHARED READING ACTIVITY ON NAMING EMOTIONS" (2022). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 117.
https://uknowledge.uky.edu/edsrc_etds/117
