Topic maintenance in social conversation: What children need to learn and evidence this can be taught
Author:
Affiliation:
1. University of Kent, UK
2. University College London, UK
3. The University of Manchester, UK
4. University of Sheffield, UK
5. The Abbey School, Faversham, UK
Abstract
Publisher
SAGE Publications
Subject
Linguistics and Language,Education,Language and Linguistics
Link
http://journals.sagepub.com/doi/pdf/10.1177/01427237231172652
Reference162 articles.
1. Abbot-Smith K., Matthews D., Bannard C., Nice J., Malkin L., Williams D., Hobson W. (under revision). Theory of mind and working memory: Conversations with autistic and non-autistic children. https://doi.org/10.17605/OSF.IO/Q7WA4
2. Evaluation of a parent preference-based outcome measure after intensive communication intervention for children with social (pragmatic) communication disorder and high-functioning autism spectrum disorder
3. The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder
4. Working memory circuit as a function of increasing age in healthy adolescence: A systematic review and meta-analyses
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1. Towards an evidence-based approach to fostering collaborative conversation in mainstream primary classrooms: Response to commentators;First Language;2023-10-26
2. Introduction to the special section on topic maintenance in social conversation;First Language;2023-10-19
3. Hastening slowly on classroom-based conversational skills teaching: A commentary on Abbot-Smith et al., 2023;First Language;2023-09-23
4. Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 2023;First Language;2023-08-30
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