Академический Документы
Профессиональный Документы
Культура Документы
Disorder
What is it and the challenges ahead
Agenda
Overview of Social Communication Disorder
A look at pragmatics
Definition
Elements of pragmatics
Potential areas of weakness
Challenges
Intervention
6/7/2013
A Little History
1983
1987
1997
2002
2013
SCD added to
the DSM V
6/7/2013
http://www.psychologytoday.com/blog/making-sense-autistic-spectrumdisorders/201006/006-not-quite-autism-the-borderland-asd
6/7/2013
6/7/2013
6/7/2013
6/7/2013
In other words
1) is an impairment of pragmatics
2) diagnosed based on difficulty in the social uses of
verbal and nonverbal communication in naturalistic
contexts,
3) which affects the functional development of social
relationships and discourse comprehension and
4) cannot be explained by low abilities in the domains of
word structure and grammar or general cognitive ability.
6/7/2013
A Look at Pragmatics
6/7/2013
Pragmatics/Social
Communication
Difficulties using and understanding language in context
Context is important because most of what we say is
ambiguous
6/7/2013
11
Definition
Pragmatics is the range of communicative functions
(reason for talking), the frequency of communication,
discourse skills (turn taking, topic maintenance and
change), and flexibility to modify speech for different
listeners and social situations
6/7/2013
12
Pragmatic Competence
The speakers competence is demonstrated by
their ability to:
continuously monitor
the setting [context]
purpose
needs of the listeners
13
Social
Cognitive
Abilities
Language
Abilities
Cognitive
Processing
14
The Elements of
Pragmatics/Social
Communication
6/7/2013
15
Communication Functions
Intent of Communication
Intent involves the ability to generate message such as
requests, comments, questions, persuasion, refusals,
negotiations, or other functions as required by a
communication situation in daily life at a level appropriate
for ones age and experiences.
Frequency of Communication
Frequency involves the number of messages offered
during a conversation when compared to ones
communication partner. The objective in social
conversational situations is to have a balance between
partners and appropriate initiation by both.
6/7/2013
16
Discourse Management
(i.e., managing the conversation to keep it flowing
and effective)
Discourse Management
(i.e., managing the conversation to keep it flowing and effective)
Turn Taking
Initiation
Response
Repair/Revision
Pause time
Interruption/overlap
Feedback to speaker: verbal and nonverbal
Topics Management
Selection
Introduction
Maintenance
Change
6/7/2013
17
Register Variation
Politeness.
Polite manner of discourse - knowing how to say
something in terms of word choice and sentence form
while using suitable vocal tone and gestures/body posture
appropriate to the circumstances
For example, saying please, asking for a forbidden activity
or asking for a favor.
6/7/2013
18
Theory of Mind
Presupposition
(i.e., assumptions about what other people know)
Perspective-Taking.
Involves knowing that everyone has different thoughts,
feelings, and experiences and knowing that this must be
taken into account conversations. Requires making a
cognitive leap or guess at how the other person might be
viewing the situation as one adapts the conversation.
6/7/2013
19
6/7/2013
20
Quality
The trust factor-what is said is sincere, valid, or true. This is a
trust factor that is important in conversations.
Relation
Add information that is relevant to the topic at hand.
Manner
Be clear and concise. The speaker needs to connect
information for the listener and not make the listener feel like
he must navigate a maze in order to find meaning.
6/7/2013
21
Para-linguistic Aspects
Intelligibility
Vocal intensity
Vocal quality
Prosody
Fluency
6/7/2013
22
Nonverbal Aspects
Physical proximity
Body posture
Extraneous movements
Gestures
Facial expression
Eye gaze
6/7/2013
23
Potential Underlying
Weaknesses
Weak central coherence
Theory of mind deficits
Executive functioning
Language processing
Context blindness
Weak joint attention
6/7/2013
24
Challenges
Where does SCD fit in?
In the medical arena is it clearly not a variation of autism
or autism lite?
Services
In the schools will the student be better served under the
eligibility category of speech and language impaired or
autistic-like features?
6/7/2013
25
Challenges
Assessment and eligibility
Limitations of standardized tests for assessment of SCD
6/7/2013
26
Challenges
Assessment procedures will need to change to account
for nonverbal social pragmatic challenges.
6/7/2013
27
6/7/2013
28
Childrens Communication
Checklist 2
Purpose
6/7/2013
29
Childrens Communication
Checklist 2
Consists of 70 items that are divided into 10 scales, each with 7 items.
6/7/2013
30
http://www.socialthinking.com/images/stories/ST%20SCP%20%20Ver%20%206.12.pdf
6/7/2013
31
http://www.socialthinking.com/images/stories/ST%20SCP%20%20Ver%20%206.12.pdf
6/7/2013
32
Social Radar
The weaker the social radar
The weaker the self-awareness the weaker the perspective
taking/reading of intentions
The more literal the more anxious about transitions and the
more rigid about how the world should work
The greater the struggle with reading comprehension of
social text and narrative language
The more detailed their view of the world, the less they
think and learn about concepts.
6/7/2013
33
Areas of Observation
Social Attention
(Social Radar)
Self Awareness
Emotional Coping and
Anxiety
Understanding Own
and Others Minds
Academic Skills
Bullying
Interacting with Peers
Sensory Management
Special Skills
Expressive Language
Social Problem
Solving
6/7/2013
34
Comprehensive Multidisciplinary
Assessment Protocols-ASD (CMAPs-ASD)
Dodd, J. L. (2010). Thinking outside of the assessment box:
Assessing social communicative functioning in students with
ASD. Perspectives on School-Based Issues, 11(3), 88-98.
6/7/2013
35
6/7/2013
36
http://div16perspectives.asha.org/content/11/3
/88.full.pdf+html
6/7/2013
37
Caution!
Test of Pragmatic Language-2
Test of Social Language Development
Test of Problem Solving
CASL: Pragmatic Judgment
6/7/2013
38
Use
Diagnostic Interview: Language sample with presses
Narrative assessments
In vivo situations
6/7/2013
39
Maladaptive Coping
Skills/Secondary Reactions
Core Deficits
6/7/2013
40
Intervention
Core Deficits
Executive functioning
Sara Ward: http://cognitiveconnectionstherapy.com/
Unstuck and on Target!: An Executive Function Curriculum to
Improve Flexibility for Children With Autism Spectrum 6/7/2013
Disorders,
Research Edition
41
Language processing
http://www.autismone.org/content/its-time-we-had-talkabout-talk-marion-blank-phd-and-mary-beth-cull
Context blindness
Autism as Context Blindness
42
6/7/2013
43
http://www.iidc.indiana.edu/?pageId=496
6/7/2013
44
http://www.iidc.indiana.edu/?pageId=496
6/7/2013
45