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Language Final > Social Communication > Flashcards

Social Communication Flashcards

1
Q

Language Symptoms of ADHD: Executive Functioning

A

-sustained attention
- planning and organisation
- focus on details

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2
Q

Language Symptoms of ADHD: Social Communication

A

inattention can lead to over looked social cues

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3
Q

Language Symptoms of ADHD: Language Processing

A
  • difficulty following directions
  • difficulty understanding long, complex information
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4
Q

Language Symptoms of ADHD: Expressive Language

A

difficulties with sequencing and organisation, coherence

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5
Q

Language Symptoms of ADHD: Dyslexia

A

co-occurs at a high rate

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6
Q

Children with language disorders are at risk in schools

A
  • fewer friendships
  • increased risk of victimization
  • increased mental health concerns
  • increased likelihood of discipline problems
  • judged to be lazy, inattentive defiant
  • show to pick up on and engage the classroom routine
  • difficulty with self- advocacy
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7
Q

Adolescents with language disorder at risk

A
  • increased contact with the juvenile justice system
  • difficulty understanding and following directions
  • ineffective at telling their side of the story
  • appear to be an unreliable witness because of difficulty with personal narratives
  • difficulty understanding their rights
  • when sentenced, often receive harsher sentences because judged to lack remorse due to difficulty using emotion words and cognitive verbs.
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8
Q

Federal Law- Discipline and IEPs

A
  • long and complicated
  • having a disability doesn’t exempt a child from the following rules
  • if the offense is a RESULT of the child’s disability then the discipline process is supposed to proceed with special protections
  • services are supposed to continue while the child is being disciplined
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9
Q

Role of SLP

A
  • mental health screening
  • behavioral problem screening
  • advocacy and education
  • attitude shifting
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10
Q

Screening

A
  • consider advocating for a variety of rules around referrals in your space
  • all children with a disability should be screened for mental health concerns
  • all children with behavior problems should be screened for communicatino disorder
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11
Q

Advocacy and Education

A
  • train others to consider language concerns
  • make expectations transparent school-wide
  • support kids in telling their side of the story- visual cues to story telling, graphic organizers
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12
Q

Attitude Shifting

A
  • consider the locus of the problem
  • is the problem the child cant control their emotions or is the problem that the world doesn’t allow the child to be themselves.
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13
Q

Universal Design for Learning

A
  • visual schedules
  • giving everyone wait time
  • think pair share
  • calling on folks in order
  • teach class routines explicitly
  • provide visual and verbal reminders
  • consider the environment and adapt
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14
Q

Intervention Methods for Repairs and Communication Breakdown

A
  • checking in about comprehension
  • pause time and how to hold the floor while you think
  • alternative strategies (drawing, gesturing, pointing)
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15
Q

intervention methods for social situations

A
  • social stories
  • role play
  • video modeling
  • self-reflection
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16
Q

Intervention Approach for Self-Advocacy Step 1:

A
  • help the child understand the disorder
  • use a label
  • strengths based approach
17
Q

Intervention Approach for Self-Advocacy Step 2:

A
  • help the child understand how they learn best
  • focus on successes
  • authentic self-reflection
18
Q

Intervention Approach for Self-Advocacy Step 3:

A
  • rehearse things to say/do to ask for what they need
  • consider power dynamics
  • consider different situations
19
Q

Progress Monitoring

A
  • to be functional/valid needs to occur in settings other than the Tx room
  • likely requires longer term observation than you can do yourself
  • need to construct a simple tool that others can use within a larger routine
  • need highly targeted tools that are fast to adminster
20
Q

Common Themes to EBP for EF

A
  • metacognitive awareness
  • self reflection
  • recognize strengths and weaknesses
  • develop processes and strategies for change
  • explicit instruction and visual supports
  • tailoring to the individual student
21
Q

Areas of Focus EF:

A
  • attention
  • goal setting
  • thinking flexibility
  • organising and prioritise
  • accessing working memory
  • self monitoring
  • emotional regulation
22
Q

Executive Function Treatment Themes:

A
  • medication
  • proactive interventions for academic performance
  • classroom structure interventions
  • social skills interventions
23
Q

Proactive Interventions for Academic Performance

A
  • focus on increasing completion and accuracy of work
  • offer task choices
  • provide peer tutoring
  • consider computer-assisted instruction
24
Q

Classroom Structure Intervention

A
  • classroom rules and structures- positive rules, taught explicitly, predictable routines
  • praise for appropriate behaviors and choosing battles carefully
  • appropriate commands and reprimands
  • individual accommodations and structure for the child
25
Q

Social Skills Interventions

A
  • systematic teaching of social skills by school staff
  • social problem solving
  • teaching other behavioral skills often considered important by children, such as sports skills and board game rules
  • decreasing undesirable and antisocial behaviors
  • developing one or two close friendships
26
Q

SMARTS- executive function intervention

A
  • strategies
  • motivation
  • awareness
  • resilience
  • talents
  • success
27
Q

Attention

A
  • what can I do to prepare myself to pay attention- reduce stress and anxiety
  • what helps me concentrate- active engagements, note taking, doodling, fidgets
  • what types of things are distracting to me- environmental vs. internal distractions
28
Q

Goal Setting and Planning:

A
  • CAN-DO or SMART: steps to accomplish the goal & how long it takes
  • Age appropriate expectations for scope and sequencing: deadlines, breaking into parts, how far out, level of structural supports available for solving the problems
  • Consider what tool is most appropriate: agenda, planner, homework folder, technology tools, teach tool use and help to build the routine
  • language and sequencing as a mediator for this skill
29
Q

Flexibility

A
  • consider all possibilities
  • perspective taking and theory of mind
  • language with multiple meanings; inferences, polysemous words, idoims, jokes
  • graphic organziers linked to text structure
  • note taking- main ideas and details
  • skimming vs deep reading
  • planning how to remember information
30
Q

Organizing and Prioritizing

A
  • identify and use something to structure your thinking: graphic organziers, note-taking strategies, group information for review
  • comprehension based strategies can guide written work; graphic organizers, topic sentence+ details, argument+ evidence
31
Q

Organizing and Prioritizing Deadlines and Tasks

A
  • sequencing and task analysis- support students as they figure out sub tasks to a major assignment, link tasks to time allotted and use an agenda to plan
  • consider that identifying the important thing to focus on may be difficult and require structure
32
Q

Remembering things

A
  • chunking
  • mnemonics
  • visualization
  • drawing/diagrams
  • test taking strategies vs remembering other things
33
Q

Self Monitoring: Proof Reading

A

-check their own work
- agree on what to look for in advance
- technological tools if allowed
- increased errors in writing associated with DLD

34
Q

Self Monitoring: Strategy Use:

A
  • what is working
  • what is not working
  • where do I experience problems
  • where do other people report that I have difficulty
35
Q

Role of Classroom Structure: universal design

A
  • many strategies are useful to all kids
  • teacher competency in supporting structures matter
36
Q

Role of Classroom Structure: Focus on UDL- but remember to tailor

A
  • consider that the language load to use many of the strategies is heavy
  • plan how to support and strengthen a child’s personal use of strategies
  • adapt tools that worked for the whole class to your individual strengths and weaknesses

Language Final (10 decks)

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