Abstract
BackgroundRole-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement.AimThe aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD.MethodThe use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records.ResultsResults revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results.ConclusionRole-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.
Highlights
One often sees children playing ‘make believe’ and taking on the role of a schoolteacher, mother or doctor
The CELF-4 PP and discourse completion tasks (DCTs) scores of the experimental group increased by an average of 11 and 3.5, respectively (Table 1), while the control group CELF-4 PP and DCT scores increased by an average of 0.5 and 0, respectively (Table 2)
It was found that improvements were noted post-intervention for both requesting for clarification and stylistic variation
Summary
One often sees children playing ‘make believe’ and taking on the role of a schoolteacher, mother or doctor. In the field of speech-language pathology, therapists seek out evidence-based methods of learning to facilitate language development in children who require such intervention. Role-play holds potential as an effective method of learning for children (Clarke & Wales, 2005; Greenwood, Horton & Utley, 2002; Killen, 2006; Mason, 2006; Purvis, 2008). Its effectiveness as an approach to targeting pragmatic skills in children with language learning disability (LLD) was investigated in this research study. Roleplay holds potential as an effective learning strategy for children; there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement
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