We assessed the effects of the training program on students’ public speaking performance (i.e., their ability to appropriately apply nonverbal–visual, nonverbal–auditory, organizational, and language use skills) with video ratings. Specifically, 61 children and eight trained course instructors participated in the study, which used a randomized wait-list control group design with repeated measures. Herein, we conducted an effectiveness study in which the effects of the speech training program were replicated after it was put into practice (i.e., offered by several instructors). The program was previously evaluated in an efficacy study with positive treatment effects.

The instructional goals were to promote the children's ability to appropriately use public speaking skills and to decrease their speech anxiety. On the basis of the repeated demand for public speaking promotion programs for elementary school children, a corresponding multicomponent training program was recently developed as part of an extracurricular enrichment program for talented children in Germany. Successfully putting an intervention into widespread practice requires-in addition to an effective intervention-an effective implementation. Because public speaking skills are important for communicating effectively in community interactions more broadly, the program also has potential relevance for use in clinical settings and education programs for adults and adolescents with and without intellectual disabilities. The results support the benefit of individualized coaching in public speaking programs. Participation in the program resulted in positive changes in the athletes' public speaking ratings and behaviors, as measured by the athletes' and familiar-listeners' pre- and post-program questionnaires and the athletes' observed public speaking performance. Differences in pre- and post-program response ratings and pre- and post-program speech behaviors were evaluated. Graduate students in communication sciences and disorders worked with the adults on individualized goals identified from a preliminary speech and the self-report questionnaires. Using a pre–post design, four athletes and their parents or caregivers completed questionnaires that rated the athletes' public speaking skills in 10 areas relevant for effective public speaking before and after the 4.5-month program. The purpose of this study was to investigate the benefit of a 4.5-month public speaking coaching program for adult Special Olympics athletes with intellectual disabilities. These challenges include decreased speech intelligibility, eye contact, and storytelling organization. Individuals with intellectual disabilities often face communication challenges that can impact verbal communication, social interactions, and public speaking effectiveness.

Program kerja osis sma 2018