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Promoting the communication skills of children with moderate learning difficulties

ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham

Peter A. Bibby

ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham

David J. Wood

ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham

This paper presents the results of an intervention programme designed to promote the communication skills of a group of children with moderate learning difficulties. Thirty children were involved in a 12-week programme of supported peer-communication activities which aimed to improve the children's regulatory skills during peer interaction. By the end of the pro gramme, the children were talking more, asking more appropriate questions and responding to ambiguous utterances more effectively. The results of the study demonstrate that a programme for children with learning difficulties in which pairs of children working together are encouraged to use and reflect on regulatory strategies can provide an effective context for intervention.

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