Author ORCID Identifier

Date Available


Year of Publication


Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis




Special Education

First Advisor

Dr. Melinda Ault

Second Advisor

Dr. Amy Spriggs


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)