Social pragmatic therapy
[DOC File]UNIVERSITY OF WASHINGTON
https://info.5y1.org/social-pragmatic-therapy_1_35701c.html
Because social interaction with peers continued to be problematic, objectives included enhancing Theo’s ability to organize and deliver a message; to introduce, maintain, and end a topic; and to utilize pragmatic skills (watching and listening to his communication partner, sitting still, and speaking at a medium volume.)
[DOC File]PRAGMATIC PLAAFP:
https://info.5y1.org/social-pragmatic-therapy_1_2e67ad.html
His antonym standard score on the CASL is 67. His standard score on the PPVT- 4 is 70 and his EVT-2 score is 67. This affects _____’s ability to retell events, talk about remote events, communicate ideas and relay messages. His oral communication in school and social settings is significantly affected.
[DOCX File]Weebly
https://info.5y1.org/social-pragmatic-therapy_1_5b3bec.html
Conduct therapy in novel environments with unfamiliar communication partners to generalize social pragmatic skills to real-life situations. Practicing pragmatic skills in a more functional setting will increase AK’s ability to carry-over his skills.
[DOC File]Resources for Social Skills Groups - University of Washington
https://info.5y1.org/social-pragmatic-therapy_1_f912a8.html
The following is a list of resources for teaching social skills to children from preschool age through high school. These resources are appropriate for both group and individual therapy. Ages/grades listed below are approximate; some materials are appropriate across ages. For a recommended “starter kit” of materials, see items that are bolded.
[DOC File]GREENHOUSETHERAPYCENTER
https://info.5y1.org/social-pragmatic-therapy_1_399b04.html
In their review, “Developmental, social pragmatic interventions” done by parents were rated as ‘probably efficacious,’ and when done by teachers as ‘possibly efficacious.’ In 2015, Mercer published a review specifically about DIR/Floortime as a treatment for children with ASD in the field of social work.
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