BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Talks.cam//talks.cam.ac.uk//
X-WR-CALNAME:Talks.cam
BEGIN:VEVENT
SUMMARY:Metacognition in speech and language therapy for children with soc
 ial communication disorders - Jacqueline Gaile\, University of Manchester
DTSTART:20151117T163000Z
DTEND:20151117T180000Z
UID:TALK62492@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:Metacognition is concerned with the ability to simultaneously 
 consider the demands of a task\, the strategies being used and whether or 
 not progress is being made. In typical populations\, metacognition has bee
 n found to support self-monitoring and generalisation (Dignath & Büttner 
 2008). Children with developmental language disorders (DLDs) are known to 
 benefit from speech and language therapy (SLT) that includes metacognition
 \, but the nature of metacognition in SLT or how it operates in therapy de
 livery is relatively unexamined (Law et al 2008). \nA qualitative analysis
  of video data of therapy from a manualised SLT intervention as delivered 
 within a randomised controlled trial\, the Social Communication Interventi
 on Project (SCIP) (Adams et al. 2012) was completed. Eight hours of video 
 data were purposively sampled to be representative of the SCIP cohort and 
 intervention content. Existing research on metacognition as a construct in
  learning (e.g. Flavell 1979\; Schneider\, 2010) provided a theoretical ba
 ckground for the analysis. Through cycles of iterative analysis\, a prelim
 inary list of key concepts in metacognition was developed into a Metacogni
 tive Coding Framework (MCF). \nThematic analysis revealed the presence of 
 metacognition in the content and delivery of SCIP intervention. Metacognit
 ion was a feature of how children’s ability to monitor language\, pragma
 tic and social interaction skills in themselves and other people was devel
 oped. Error detection was employed to teach problem-solving\, that is\, me
 tacognitive skills of monitoring and control were an explicit feature of S
 CIP intervention. SCIP therapists were observed to change the task design 
 and delivery to include a particular focus on self-monitoring as a distinc
 t part of the therapy process. \nThe finalised MCF and a model of how meta
 cognition was found to be employed in the delivery of SCIP therapy to focu
 s on self-monitoring are presented. \nReferences\nAdams\, C.\, Lockton\, E
 .\, Freed\, J.\, Gaile\, J.\, Earl\, G.\, McBean\, K.\, Law\, J. (2012). T
 he Social Communication Intervention Project: a randomized controlled tria
 l of the effectiveness of speech and language therapy for school-aged chil
 dren who have pragmatic and social communication problems with or without 
 autism spectrum disorders. International Journal of Language & Communicati
 on Disorders\, 47(3)\, 233-244.\nDignath\, C.\, & Büttner\, G. (2008). Co
 mponents of fostering self-regulated learning among students. A meta-analy
 sis on intervention studies at primary and secondary school level. Metacog
 nition and Learning\, 3\, 231-264.\nFlavell\, J. H. (1979). Metacognition 
 and Cognitive Monitoring: A new area of cognitive-developmental inquiry. A
 merican Psychologist\, 34\, 906-911.\nLaw\, J.\, Campbell\, C.\, Roulstone
 \, S.\, Adams\, C.\, & Boyle\, J. (2008). Mapping practice onto theory: th
 e speech and language practitioner’s construction of receptive language 
 impairment. International Journal of Language & Communication Disorders\, 
 43(3)\, 245-263.\nSchneider\, W. (2010). Metacognition and Memory Developm
 ent in Childhood and Adolescence. In H. Salatas Waters & W. Schneider (Eds
 .)\, Metacognition\, Strategy Use and Instruction. New York: The Guildford
  Press.\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, (Rm
  GS1\, Donald McIntyre Building)
END:VEVENT
END:VCALENDAR