EVALUATION: A PROCESS SUPPORTING SKILLS AND INTERVENTION DEVELOPMENT
Intervention for Pragmatic Language Skills
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Transcript of Intervention for Pragmatic Language Skills
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Intervention for Pragmatic
Language Skills
Strategies For Improving Social
Language Skills in Children on the ASD Spectrum
Assistant Clinical Professor
University of Utah
Department of Communication Science and Disorders
Janetgoldstein!hscutahedu
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Predictors of Language "utcomes
for Children #ith ASD
$ %arly language and ver&al a&ility
$ Cognition
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Foundations for Language
Development
$ Joint Attention
$ Imitation$ Play
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Can language outcomes &e
improved &y focusing on 'oint
attention( imitation( sym&olic play)
$ A study &y Connie *asari +,--./ found
that children #ho participated in 'ointattention or sym&olic play interventions
sho#ed &etter e0pressive language during
a one year period
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Additional finding
$ Children #ith limited e0pressive language
+fe#er than 1 #ords/ that #ere receiving
'oint attention intervention sho#ed a 23
month e0pressive language gain in one
year
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Stages4 Social Partner Stage
$ Joint Attention 5ilestones4
6 sharing attention( emotions(intentions(
6 reciprocitySym&ol Use 5ilestones4
6 learning( play( understanding and using
#ords and gestures
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Language Partner Stage
$ Sharing attention( emotions(
$ reciprocity
$ Learning strategies( play( using gestures(#ords
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Conversational Partner Stage
$ Sharing attention7 intentions8e0periences(
$ reciprocity8relation
$ Learning strategies( play( uses andunderstands grammar( conversational
rules
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Joint Attention
$ In typically developing children this &egins
around 36. months and is #ell esta&lished
&y 29 months
$ Some refinement takes place up to 3
years of age
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Joint Attention in Children #ith ASD
$ :ypically have severe 'oint attention
impairments
$ :hey are usually a&le to make re;uests
rather than coordinate attention for social
purposes
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<here do you &egin)
$ =asic functions of communication4
>e;uests for personal needs>esponse to others
>e;uests for information
%0pressions of feelingsProsocial statements
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>e;uests for personal needs
$ If the child is at this stage( add additional
functions For e0ample( if the child
re;uests food add other types of re;uests(
such as re;uests to play
$ Use language that is typical of the same
age level peers +for e0ample ?come here@
instead of ?I #ant to play please/
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oal4 Belp the child progress
through the 3 Stages
$ Social Partner Stage
$ Language Partner Stage
$ Conversational Partner Stage
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roup :reatment Intervention
5odel
$ 5ake the a&stract concrete
$ Provide structure and predicta&ility
$ Provide scaffolded language support$ Provide multiple and varied learning
opportunites
$ *rasny L( et al +,--3/
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5odel continued
$ Include ?other@ focused activities
$ Foster self6a#areness and self6esteem
$ Select relevant goals$ Program in a se;uential and progressive
manner
$ Provide opportunities for programmedgeneraliation and ongoing practice
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University of Utah Social Skills
roups
$ roups of 6. children #ith , clinicians
$ Children are placed in groups &ased on
age and language skills
$ A language sample is video recorded in
the clinic :#o children play together for
,- minutes
$ :he sample is analyed for language
skills( including pragmatics
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roups
$ Children #ho participated #ere in
E :he Conversational Partner Stage
$=ased upon the video taped sample(children are placed in appropriate groups
$ 21 hour sessions for seven #eeks
$ Parents can o&serve #ith clinical instructor $ Instructor and clinicians provide additional
information and resources to the parents
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eneral Strategies
$ isual Aides +schedule &oards/
$ Use of esta&lished routines
$ er&al prompts provided as needed$ Belp children #ith transitions
$ Concrete e0planations of tasks
$ Clinician6guided play
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"ALS
$ Preschool group4 participantGs language
#as at a year old level
E Initiating speaking turns
E :urn taking
E %ye contact
E Hegotiation
E reeting
E Using friendGs names
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Activities
$ :heme &ased
E Circus
E Jungle
E Hature
E Summer
$ %0amples
$ Hature E made rain sticks( #ent on a nature #alk(made egg carton &ugs
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oals for School Aged roup
$ Appropriate physical &oundaries
$ er&al8nonver&al turn6taking
$ %ye contact$ ocal volume
$ Peer initiations
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Activities
$ :heme =ased
E "uter space
E Co#&oy theme
E Dinosaur theme
$ %0amples E
$ Dinosaur skeleton out of macaroni( volcano
e0periment( dig for fossils in the sand
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>eferences
$ *rasny L( <illiams =( Provencal S( "onoff S Social skills
interventions for the autism spectrum4 essential ingredients and a
model curriculum Child and Adolescent Psychiatric Clinics Horth
America ,--372,42-62,,
$ <atson L( Flippin 5 Language outcomes for young children #ith
Autism Spectrum Disorders :he ASBA Leader ###ashaorg
$ Priant =( <ether&y A( >u&in %( Laurent A SC%>:S 5odel
5anual =altimore( 5D4 Paul =rookes Pu&lishing( ,--.
$ uinn * Do6<atch6Listen6Say4 Social and Communication
Intervention for Children #ith Autism =altimore( 5D4 Paul =rookesPu&lishing( ,---
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Janetoldstein!hscutahedu