Social Communication Flashcards
1
Q
Language Symptoms of ADHD: Executive Functioning
A
-sustained attention
- planning and organisation
- focus on details
2
Q
Language Symptoms of ADHD: Social Communication
A
inattention can lead to over looked social cues
3
Q
Language Symptoms of ADHD: Language Processing
A
- difficulty following directions
- difficulty understanding long, complex information
4
Q
Language Symptoms of ADHD: Expressive Language
A
difficulties with sequencing and organisation, coherence
5
Q
Language Symptoms of ADHD: Dyslexia
A
co-occurs at a high rate
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
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.
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
9
Q
Role of SLP
A
- mental health screening
- behavioral problem screening
- advocacy and education
- attitude shifting
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
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
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.
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
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)
15
Q
intervention methods for social situations
A
- social stories
- role play
- video modeling
- self-reflection
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
Social Skills Interventions
- 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
SMARTS- executive function intervention
- strategies
- motivation
- awareness
- resilience
- talents
- success
27
Attention
- 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
Goal Setting and Planning:
- 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
Flexibility
- 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
Organizing and Prioritizing
- 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
Organizing and Prioritizing Deadlines and Tasks
- 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
Remembering things
- chunking
- mnemonics
- visualization
- drawing/diagrams
- test taking strategies vs remembering other things
33
Self Monitoring: Proof Reading
-check their own work
- agree on what to look for in advance
- technological tools if allowed
- increased errors in writing associated with DLD
34
Self Monitoring: Strategy Use:
- what is working
- what is not working
- where do I experience problems
- where do other people report that I have difficulty
35
Role of Classroom Structure: universal design
- many strategies are useful to all kids
- teacher competency in supporting structures matter
36
Role of Classroom Structure: Focus on UDL- but remember to tailor
- 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
