Language and Drawing Development after a Combined Intervention: A Single-Subject Case Study
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| Title: | Language and Drawing Development after a Combined Intervention: A Single-Subject Case Study |
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| Language: | English |
| Authors: | Ceyhun Servi (ORCID |
| Source: | British Journal of Special Education. 2024 51(1):35-49. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Freehand Drawing, Language Skills, Communication Skills, Skill Development, Reading Writing Relationship, Females, Young Children, Developmental Delays, Teaching Methods, Program Implementation, Art Education, Individual Characteristics, Communication Research |
| DOI: | 10.1111/1467-8578.12496 |
| ISSN: | 0952-3383 1467-8578 |
| Abstract: | Language and drawing each have their own sets of symbols that they use to convey messages. It is still unclear whether the development of these two expression mechanisms is similar or distinct. There are various approaches to supporting language and communication skills, including structured and naturalistic methods. The goal of this in-depth case study is to find out how a combined intervention affects the language and drawing abilities of a three-year-old girl with developmental delay. Structured implementations and milieu teaching strategies were used in the same session, but not simultaneously. The participant's language and communication skills improved at the end of the programme. Interestingly, even though there was no drawing-related goal, her drawings evolved too. Even though this is a single-subject case study, it suggests that if a child's cognitive and language skills develop, his/her drawing skills do as well. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1416969 |
| Database: | ERIC |
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| Abstract: | Language and drawing each have their own sets of symbols that they use to convey messages. It is still unclear whether the development of these two expression mechanisms is similar or distinct. There are various approaches to supporting language and communication skills, including structured and naturalistic methods. The goal of this in-depth case study is to find out how a combined intervention affects the language and drawing abilities of a three-year-old girl with developmental delay. Structured implementations and milieu teaching strategies were used in the same session, but not simultaneously. The participant's language and communication skills improved at the end of the programme. Interestingly, even though there was no drawing-related goal, her drawings evolved too. Even though this is a single-subject case study, it suggests that if a child's cognitive and language skills develop, his/her drawing skills do as well. |
|---|---|
| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.12496 |
