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presented by Bonnie Brinton, Ph.D., CCC-SLP and Martin Fujiki, Ph.D., CCC-SLP
Financial: Bonnie Brinton receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Bonnie Brinton has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Considering the complex social communication needs of many children with disabilities, what is the best use of precious clinical resources in intervention? This course will describe a social communication approach to address multiple aspects of social communication simultaneously. We will discuss ways to structure intervention sessions to integrate intervention goals in language processing, pragmatics, and social emotional learning within the same activities. Preliminary evidence on the efficacy of social communication approaches will be discussed to inform intervention planning. Since appropriate social communication is dynamic, measuring progress can be a challenge. A method to track progress in specific contexts will be presented.
Bonnie Brinton, Ph.D., CCC-SLP
Bonnie Brinton, Ph.D., is a professor in the Department of Communication Disorders at Brigham Young University (BYU), Provo, UT. Dr. Brinton has worked as a practicing speech language pathologist in school, clinic, and hospital settings. She has also worked as a research scientist at the University of Kansas, and an associate professor of speech language…
Read full bioMartin Fujiki, Ph.D., CCC-SLP
Martin Fujiki, Ph.D., CCC-SLP, is professor and chair of the Department of Communication Disorders at Brigham Young University (BYU), Provo, Utah. He has practiced in the school setting as well as working as a research scientist at the University of Kansas and an associate professor at the University of Nevada, Reno. Dr. Fujiki has served…
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1. Addressing the Most Important Behaviors
There are a plethora of potential treatment foci for children with disabilities. It is important to select those treatment targets that will contribute most to improved functioning within the child’s social world.
2. Structuring Intervention: Plan-Do-Review
Clinical resources are often limited, especially in terms of time. A plan-do-review structure can help focus instruction and maximize clinical input to enhance social communication.
3. Monitoring Performance
“Does it work?” is the bottom-line consideration for intervention. Evidence demonstrating efficacy of educational programs to enhance social communication in typically developing children is impressive. Research demonstrating efficacy for children with disabilities is preliminary. It is important to understand the factors that contribute to the efficacy of intervention.
4. Efficacy of a Social Communication Approach
Social communication is a complex and dynamic phenomenon. Since appropriate performance may be context dependent, it can be particularly challenging to chart progress and measure growth. A framework will be presented to assess behaviors in context over time.
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