The effectiveness of a specific pragmatic language curriculum
This study examined the effectiveness of a specific pragmatic language curriculum for students with Autism Spectrum Disorders (ASD). A review of students' special education records and a parent survey were used to answer the following questions: What learned pragmatic language skills were maintained and generalized to other social situations over a 3-5 year period? How do parents of young people with ASD describe the outcomes of pragmatic language skills instruction? The literature review defines Autism Spectrum Disorders (ASD), effective strategies for intervention, and effective instructional strategies for social skills group intervention. The study determined that this specific pragmatic language skills curriculum was successful in a student's maintenance and generalization of skills. Overall, the parents rated the curriculum as effective and their student's growth as positive during instruction.
Hoffman, Catherine S., "The effectiveness of a specific pragmatic language curriculum" (2010). School of Education Student Capstone Theses and Dissertations. 2329.