Date of Award
5-2017
Degree Type
Thesis
Degree Name
Master of Science (MS)
Department
Communicative Disorders and Deaf Education
Committee Chair(s)
Sandra Gillam
Committee
Sandra Gillam
Committee
Ronald Gillam
Abstract
The purpose of this study was to assess whether a program designed to teach narrative language skills was effective for improving the use of metacognitive verbs produced during conversations that took place during intervention to mark perspective.
Recommended Citation
Hammon Stenquist, Mary Ann, "The Use of Metacognitive Verbs by a Student with ASD: Marking Perspective in Conversational Discourse During Narrative Intervention" (2017). All Graduate Plan B and other Reports, Spring 1920 to Spring 2023. 896.
https://digitalcommons.usu.edu/gradreports/896
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at DigitalCommons@usu.edu.
