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Treatment of Social Communication Deficits in School-Aged Children

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This updated 50 slide presentation offers intervention strategies for speech language pathologists working with children suspected social pragmatic language deficits. *Please note that there’s a very significant overlap of information between this material and “Improving Social Communication Abilities of Children with Psychiatric Disturbances”. Please review both product descriptions very carefully prior to making a purchase of the desired material.  


  • Describe components and targets of successful social skills treatments
  • List common challenging behavior types and explain proactive behavior strategies used to prevent inappropriate behaviors from occurring
  • Summarize social pragmatic treatment approaches which can be used for children with social pragmatic deficits
  • —Identify materials that can be used to address relevant social pragmatic treatment goals

Product Details:

  •  The Team Approach to Intervention
  • Role of SLP on the Team
  • Creating Intervention
  • Best Practices in Intervention Design
  • Basic Social Interpersonal Skills
  • Pragmatic Parameters of Communication
  • Intermediate Social Skill Competency
  • Components of Peer Relatedness
  • Implementation: Individual vs. Group Therapy
  • Considerations for Treatment
  • Targets of Successful Social Skills Treatments
  • Evidence-Based Intervention Approaches
  • Behavior Types and Functions
  • Behavior Functions
  • Handling Challenging Behaviors
  • Importance of Determining Behavior Function
  • Examples of Antecedents
  • Proactive Behavior Interventions
  •  Review of Specific Social Training programs
    • Skillstreaming
      • Efficacy
      • Limitations
    • PEERS
      • Efficacy
    • Video Modeling
      • Efficacy
      • Suggesting for Implementation
  • Cognitive Behavior Therapy (CBT)
  • Social Thinking Training (Winner)
    • Efficacy
    • Criticisms
    • Responses to Criticisms
  • Eclectic Approaches
  • Teaching Specific Skills: Problem Solving
  • Select Problem Solving Apps
  • Select Materials to Teach Problem Solving Abilities
  • Teaching Specific Skills: Pragmatics
  • Teaching Specific Skills: Social Emotional Competence
    • Select Materials to Teach Social Skills: Linguisystems
    • Select Materials to Teach Social Skills: Super Duper Publications
    • Select Materials to Teach Social Skills: Social Thinking®
    • Select Apps Targeting Pragmatics and Social Skills
  • Teaching Specific Skills: Advanced Listening Comprehension
  • Adapted Materials to Teach Advanced Listening Comprehension Skills
  • Parent Training to Increase Carryover
  • Conclusion
  • Helpful Resources
  • References


2 reviews for Treatment of Social Communication Deficits in School-Aged Children

  1. michelle.basford87 (verified owner)

    You are such a wealth of knowledge that I can trust! Thank you for this product!

  2. Jenn Bell

    Ms. Elleseff provides a thorough examination of components to consider when treating social-pragmatic deficits in school-aged children. She begins by detailing reasons why this is an area that is important to consider, specifically that social-pragmatic deficits are often under diagnosed and often untreated. She further explains the hierarchy of skills that are expected along the way to developing expected social skills. I appreciated her coverage of both individual vs. group therapy advantages, as there are clearly reasons why one and/or both approaches may be effective. In addition, she details the components of social skills treatments, target skills, and intervention approaches. Behavior functions often exhibited by this population are also discussed. Ms. Elleseff also describes proactive behavior interventions, teaching replacement behaviors, the use of play therapy, the role of social stories/scripts, as well as examples of commercially available products that can be utilized in therapy. These products cover a variety of different skill target areas including social skills training, Cognitive Behavior Therapy, social thinking training, problem solving, social-pragmatic domains, listening comprehension, and narrative production. She concludes with the role of parents in providing a team approach alongside other professionals who work with these children. Multiple appendices are provided as a quick visual reminder of key components detailed. In summary, Ms. Elleseff, provides a concise overview of social-pragmatic deficits and their implications for treatment that is beneficial for both professionals and parents alike. As an SLP who is preparing to transition from hospital-based therapy to school-based therapy, I found this presentation extremely valuable in further educating me about ways in which I can target social-pragmatic deficits with students on my caseload who would benefit from treatment or who have IEP goals in these areas.

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