{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/2073"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/2073","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Using covert audio coaching prompts to increase student pragmatic conversation skills","abstract":"The importance of social skills for students with disabilities has given rise to this study. The ability to effectively communicate with family members, peers, and potential co-workers can lead to positive outcomes for individuals with cognitive disabilities. Many students struggle with social interaction and exhibit pragmatic communication behaviors that can disrupt the delivery of verbal and non-verbal messages. The overarching purpose of this study was to examine the effects of using Covert Audio Coaching (CAC) to address specific targeted distracting conversation behaviors that could potentially interfere with an individual's social interaction with others. Individuals were observed during conversation groups conducted in a transition program located on a university campus in the southeastern United States. A multiple baseline design across behaviors was employed in this study. Individuals with varying cognitive disabilities participated in the study based on observations made during group conversations.","abstract_html":"The importance of social skills for students with disabilities has given rise to this study. The ability to effectively communicate with family members, peers, and potential co-workers can lead to positive outcomes for individuals with cognitive disabilities. Many students struggle with social interaction and exhibit pragmatic communication behaviors that can disrupt the delivery of verbal and non-verbal messages. The overarching purpose of this study was to examine the effects of using Covert Audio Coaching (CAC) to address specific targeted distracting conversation behaviors that could potentially interfere with an individual's social interaction with others. Individuals were observed during conversation groups conducted in a transition program located on a university campus in the southeastern United States. A multiple baseline design across behaviors was employed in this study. 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