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dc.contributor.authorvan Bysterveldt, Anne Katherine
dc.contributor.authorWesterveld, Marleen
dc.date.accessioned2019-02-12T04:36:12Z
dc.date.available2019-02-12T04:36:12Z
dc.date.issued2016
dc.identifier.issn1465-346Xen_US
dc.identifier.doi10.1080/1034912X.2016.1199850en_US
dc.identifier.urihttp://hdl.handle.net/10072/123918
dc.description.abstractPersonal narrative ability is crucial for social–emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be largely intelligible to unfamiliar listeners. Personal narratives were elicited using photo prompts, comprising a set of the child’s own photographs and a standard set of photographs and accompanying verbal prompts, utilising a clinical language sampling protocol. Personal narratives were analysed on quality, syntactic complexity, verbal fluency and intelligibility. Examiner behaviour was evaluated for measures of syntactic complexity, mean turn length in utterances and number of utterances. Results indicated significant difficulties in producing quality personal narratives in both photo conditions. Examiner behaviour was negatively correlated to the participants’ spoken language performance. Clinical implications are highlighted.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto21en_US
dc.relation.ispartofjournalInternational Journal of Disability, Development and Educationen_US
dc.subject.fieldofresearchSpecial Education and Disabilityen_US
dc.subject.fieldofresearchcode130312en_US
dc.titleChildren with Down Syndrome Sharing Past Personal Event Narratives with Their Teacher Aides: A Pilot Studyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.en_US
gro.hasfulltextNo Full Text


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