TEACHING CONVERSATIONAL SKILLS TO A GROUP OF SEVEN INDIVIDUALS WITH A SEVERE OR MODERATE INTELLECTUAL DISABILITY OR AUTISM SPECTRUM DISORDER: AN INTERVENTION PROGRAM

Christina Lappa, Constantinos Mantzikos

Abstract


Few studies have been conducted in Greece focusing on the education of conversational skills of individuals with developmental disabilities. The aim of this qualitative research was to educate seven individuals with developmental disabilities, who are living in an intensive treatment residential facility, in social exchanges and particularly in conversational skills. The participants were formed into a group and were given images to discuss among themselves using questions and answers. The results of the study showed that all participants who started from a zero level gained the ability to participate in conversation according to their potential. The training content and the structure provided for this intervention increased the number of exchanges and afforded the opportunity and the means to socialize. In conclusion, as a result of this intervention, it turns out that people with developmental disabilities clearly demonstrated that they are able to learn conversational skills in a group setting.

 

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teaching social skills, group teaching, conversational skills, developmental disabilities, intervention program

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References


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