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Planning Treatment for Social Communication Deficits

presented by Bonnie Brinton, Ph.D., CCC-SLP and Martin Fujiki, Ph.D., CCC-SLP

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Disclosure Statement:

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.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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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.

Meet Your Instructors

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…

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Martin 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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Chapters & Learning Objectives

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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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