The study examined the effects of the types of communication breakdowns of the communication partners on the repair strategies of students with severe intellectual disability during interaction within the natural school environment. Forty-eight staff members, divided into two groups based on daily vs. weekly contact with the student, and 12 students, ages 9-16, were videotaped during various activities. Results demonstrate that students used several types of repair strategies when faced with communication breakdowns adjusting some of them to breakdown types. Some of the students demonstrated attempts to shift partners as a systematic method when confronted with communication breakdowns, thus implying an alternative repair strategy. There were no significant differences among staff members based on their level of contact with the students except for more 'request for clarification' and more 'substitution' in the daily basis group.
|Number of pages||16|
|Journal||Education and Training in Autism and Developmental Disabilities|
|State||Published - 1 Dec 2017|
Bibliographical noteFunding Information:
This research was supported, in part, by The Shalem Fundation for development of services for people with intellectual disabilities in local councils, Israel. Parts of this manuscript were presented as oral presentations at the IASSID, 2014 conference at Vienna; the ISAAC, 2014 conference at Lisbon, the Israel ISAAC 2015 conference at Tel-Aviv. Correspondence concerning this article should be addressed to Orit Hetzroni, Department of Special Education, Faculty of Education, University of Haifa, Mount Carmel, 31905, ISRAEL. E-mail: firstname.lastname@example.org
© Division on Autism and Developmental Disabilities.
ASJC Scopus subject areas
- Developmental and Educational Psychology