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Assessing Social Communication Abilities of School-Aged Children

Recently, I’ve published an article in SIG 16 Perspectives on School Based Issues discussing the importance of social communication assessments of school aged children 2-18 years of age. Below I would like to summarize article highlights.

First, I summarize the effect of social communication on academic abilities and review the notion of the “academic impact”. Then, I go over important changes in terminology and definitions as well as explain the “anatomy of social communication”.

Next I suggest a sample social communication skill hierarchy to adequately determine assessment needs (assess only those abilities suspected of deficits and exclude the skills the student has already mastered).

After that I go over pre-assessment considerations as well as review standardized testing and its limitations from 3-18 years of age.

Finally I review a host of informal social communication procedures and address their utility.

What is the away message?

When evaluating social communication, clinicians need to use multiple assessment tasks to create a balanced assessment. We need to chose testing instruments that will help us formulate clear goals.  We also need to add descriptive portions to our reports in order to “personalize” the student’s deficit areas. Our assessments need to be functional and meaningful for the student. This means determining the student’s strengths and not just weaknesses as a starting point of intervention initiation.

Is this an article which you might find interesting? If so, you can access full article HERE free of charge.

Helpful Smart Speech Resources Related to Assessment and Treatment of Social Communication 

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After the Graduation: Review and Giveaway of Social Thinking® At Work

As an SLP who works with children with social pragmatic language disorders, I can’t but think of what happens after these clients leave school? How will they continue to improve their social cognitive abilities in order to effectively meet social challenges in their workplace? Michelle Garcia Winner and Pamela Crooke effectively address this issue in their recent book “Social Thinking® At Work: Why Should I Care”.   In it, they offer practical advice to adults with social thinking® challenges regarding how to navigate the intricacies of social interaction in the workplace. Continue reading After the Graduation: Review and Giveaway of Social Thinking® At Work