presented by Sylvia Diehl
Part 3: Integrating Social Communication and Behavior is the third and last course in this series. It features a case example of a middle school student and an intervention plan which integrates goals related to reading comprehension, behavior, and social communication. This course highlights the use of literacy as a framework for addressing inference and perspective based behavior and communication challenges. Reading comprehension areas include summarization, inference, and character perspective.
Sylvia F. Diehl, Ph.D., CCC-SLP is recently retired from the University of South Florida (USF) Department of Communication Sciences in Tampa, Florida, where she taught courses in autism, pediatric language and augmentative and alternative communication and was the team leader in the language/phonology clinic. She was also a member of the USF, Interdisciplinary Center for Evaluation and Intervention Team, which offers guidance to Florida Public School Systems regarding children with complex needs. She is the founder of the USF Friends’ Group at USF, which provides social communication intervention along with parent training to children with autism spectrum disorders. Dr. Diehl has supported children with autism spectrum disorders and their families for over thirty years and has a long history of clinical experience, including public school settings, university settings, and clinical settings. She has been recognized by the Early Childhood Council and received the Florida Speech and Hearing Association Clinical Career Award. She frequently consults for school systems and conducts workshops locally, nationally, and internationally. She has authored numerous journal articles and book chapters along with continuous education courses for the American-Speech-Language-Hearing Association. Her research and publication interests focus on consistent frameworks to support children with ASD in classroom settings.
This chapter introduces a case example of a middle school child with autism. This young man has challenges in reading comprehension, communication and behavior. The chapter addresses selection of reading material that frames intervention that encompasses the integration of communication and social behavior goals.
Children with ASD often have difficulty selecting pertinent information from reading materials in order to summarize, which is recognized by the National Reading Panel (2001). This chapter uses the case example to apply intervention strategies that address summarization. Strategies reflect recommendations from the autism literature and from the National Reading Panel.
This chapter continues the application of reading comprehension intervention strategies using this case example. The strategies target character perspective within the text along with application of this skill to real life situations. Understanding character perspective reflects the difficulty that children with ASD have with imagining what others are thinking. Strategies reflect recommendations from the autism literature and from the National Reading Panel.
This chapter applies the ability to infer knowledge from text to the case example and in real life. The ability to infer knowledge from a text may reflect weak central coherence, which is often seen in children with ASD. Strategies reflect recommendations from the autism literature and from the National Reading Panel.
This chapter describes an intervention framework which allows the clinician to address reading comprehension and social goals simultaneously. This allows speech language pathologists to use their time efficiently when addressing social communication and reading comprehension goals, which often coexist in children with ASD.