Advanced Pragmatics Master Course
Master Class Series, 4.5-hours
Course Description
This master course discussed how SLPs can provide effective evidence-based pragmatic language assessment for children with social communication difficulties related to autism and/or psychiatric diagnoses. This presentation reviewed social communication aspects that can impact assessment outcomes, principles of designing strong assessment prompts and the strategies of pragmatic language assessment to align assessment results with specific areas of intervention. Given the role of Theory of Mind (ToM) in social and academic functioning in children with language impairments, hearing loss, or autism and the recent rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that and speech-language pathologists recognize delays and deficits in ToM and have strategies for assessing and developing ToM in persons they serve. This presentation will (a) review current research documenting neural bases for emotional understanding and theory of mind and (b) describe the developmental stages of theory of mind from infancy through adolescence.. Participants will be able to evaluate infants'/toddlers, preschool, and school-age children's level of ToM and provide justification for targeting ToM in intervention.
CEUs/Hours Offered
ASHA: 0.45 ASHA CEUs,
Intermediate
CA SLPAHB: 4.5 Self-Study
CMH: 4.5 Self-Study
About the Presenters
Carol Westby, PhD, CCC-SLP
Bio and Disclosures
Tatyana Elleseff, MA, CCC-SLP
Bio and Disclosures
Temple Grandin, PhD
Bio and Disclosures
Learning Outcomes
Describe evidence-based practice pragmatic language assessment strategies applicable to children with psychiatric diagnoses
Discuss the role of language in the development of social communication.
Identify risk factors associated with psychiatric disorders
Summarize current research documenting neural bases for emotional understanding and Theory of Mind
Describe the developmental stages of ToM from infancy through adolescence
Assess ToM/pragmatic skills in children from infancy through adolescence
Identify pediatric psychiatric diagnoses which may require medication
Identify views/perspectives on social skills, functional communication and self-advocacy of a person with ASD
Satisfactory Course Completion Requirements
This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.
Agenda
5 mins – Disclosures, Introduction
30 mins – Objectives
Implement evidence-based practice language intervention strategies applicable to bilingual/multicultural learners
Implement effective evidence-based literacy instruction to bilingual/multicultural learners
Discuss the role of language in the development of literacy.
Identify risk factors associated with language and literacy disorders
30 mins – Review of recommended methodology and strategies
15 mins – Special population considerations
10 mins – Q&A
5mins Disclosures, Introduction
17 mins Types of ToM:
18 mins Characteristics of ToM deficits
17mins Infants and toddlers:
18 mins Preschool children: Language and pretend
17 mins Late preschool/early elementary
17 mins Elementary school through adolescence
11 mins Q&A
5 mins – Disclosures, Introduction
45 mins Objectives
Identify views/perspectives on neurodiversity, communication, self-care and independence of a person with ASD
Identify views/perspectives on social skills, functional communication and self-advocacy of a person with ASD
Discuss recommendations for social skills, functional communication and self-advocacy for students with ASD
10 mins Recommendations, Discussion
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Accommodations. Contact Dr. Lavi (909) 724-8564 or [email protected] if you require accommodations such as video course transcripts or video captioning.