There are a myriad of demands that exist throughout the academic day that require students to effectively use social communication (pragmatic language) skills. For example, successful learners need to be able to take another’s perspective, think flexibility, and use language to negotiate. Activities such as working in cooperative groups inherently contain social communication expectations that overlap with language and executive function skills. Students with language-based learning disabilities (LBLD) often struggle to meet these various demands. This course will provide an overview of pragmatic language development, as well as characteristics of a social communication (pragmatic language) disorder. In addition to discussing the connection to face-to-face interactions (listening and speaking), we will examine how deficits in this area impact reading comprehension and written expression. Participants will review current literature, discuss concepts such as theory of mind, learn how to teach specific social communication skills through direct instruction, and examine effective approaches to collaborate with colleagues. Attention will be placed on implementing strategies used to support students with LBLD. Participants will be provided with case studies and sample lessons to illustrate course concepts.
Upon completion, participants will be able to:
This course is appropriate for educators, school psychologists, adjustment counselors, and speech-language pathologists working with students in grades K-12.
Graduate credit is included in course tuition and is granted by Colorado State University-Pueblo.
This course is offered for 3.0 ASHA CEUs (Introductory level, Professional area).
3 Graduate Credits (fee included in course tuition)
3.0 ASHA CEUs (optional)
|July 13-17, 2020
8:30am - 4:00pm
Over 98% of educators felt that their Outreach Summer Institute seminar provided them with strategies and tools that will help their students.
Linda is a certified speech-language pathologist who has been practicing since 1988. Throughout her career, she has worked in clinical and public school settings evaluating and treating individuals with a variety of communication disorders. Linda joined Landmark High School as the expressive language program director in 1994, transitioning into a consultation role in this program from 2003-2016. Linda has also been a Landmark Outreach Program faculty member since 1996, consulting to private and public schools, as well as teaching face-to-face and online graduate-level courses. Her expertise is in child and adolescent language disorders with a particular focus on social communication skills.
Financial: Mrs. Gross receives a speaking fee and may receive compensation for follow-up consultation work relating to her presentation. She also receives compensation as ASHA Continuing Education (CE) Administrator in the form of her salary.
Nonfinancial: Mrs. Gross states no nonfinancial relationships exist.