Evaluation of a Scale of Meaning-Making between children with severe communication problems and their communication partners
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- STATUS
- Not Recruiting
Summary
To enhance our understanding of the primary components of meaning-making, professional practitioners (i.e., special educators and speech-language pathologists) who work with students need an intervention protocol to document different levels of meaning-making between individuals in interaction. This will enable those who work with students with severe communication problems to assess students? interactions and help them improve interaction and communication. This is the challenge we will address in this study.
Description
To enhance our understanding of the primary components of meaning-making, professional practitioners (i.e., special educators and speech-language pathologists) who work with students need an intervention protocol to document different levels of meaning-making between individuals in interaction. This will enable those who work with students with severe communication problems to assess students? interactions and help them improve interaction and communication. This is the challenge we will address in this study.
Details
| Condition | healthy |
|---|---|
| Age | 100years or below |
| Clinical Study Identifier | TX8323 |
| Last Modified on | 19 February 2024 |
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