ࡱ> AC@'` kbjbjDD $&& q4444444Hlll8$Hh#(&&&"""""""$@%h' #4 #44&&"#DDD4&4&"D"DD#!44o!& 0cx-ld;!K"8#0h#C!,J(J(o!o!8J(4!hJDd<6 # #dh#HHH$lHHHlHHH444444 Pragmatic Interventions Tier 1 Interventions:Tier 2 Interventions:Tier 3 Interventions:SLP provides materials to teacher about what is a pragmatic disorder The SLP may provide materials for the teacher to explicitly teach social problem solving skills during a whole class or functional grouping activity- such as alternative thinking, mean-end thinking, active listening, etc. Teacher begins informal tracking of behavior Teacher utilizes preventative classroom management-rules are clearly posted, social praise, effective teaching practices are evident, providing a predictable environment. Moral education-whole class moral discussions of real-life dilemmas, hypothetical situations, and literature Address bullying or teasing accordingly by obtaining information regarding a bullying prevention (i.e. stopbullyingnow.com)Screenings/checklists completed addressing pragmatic/social skills (Social Skills Rating System published by AGS, etc) Social problem solving explicitly taught to student in a smaller group with an increase in frequency of monitoring, and assessment of performance within modeling, rehearsing, coaching, self-instruction, and observation with peers. Behavior modification techniques (such as reinforcement techniques such as praise, token reinforcement systems, behavior contracting, modifying the antecedents, etc.) Self-control strategies: Anger control training, moral discussions, modeling behavior after role models. SLP can work with students within the classroom to develop appropriate social skill/interaction.  HYPERLINK "http://www.amazon.com/Incorporating-Social-Goals-Classroom-High-Functioning/dp/185302967X/ref=sr_1_18?ie=UTF8&s=books&qid=1198181185&sr=1-18" Incorporating Social Goals in the Classroom: A Guide for Teachers and Parents of Children With High-Functioning Autism and Asperger Syndrome by Rebecca A. Moyes and Susan J. MorenoHighly structured activities or programs (i.e. Room 14 or Room 28 published by LinguiSystems, social skills activity books by Darlene Mannix, etc.) Institute a buddy system so that the classmate can look out for the other child and attempt to include the child with difficulties in social activities. For children with preservation on a single topic, give a specific time for the person to ask questions or discuss the topic of interest after other assignments or social interaction occurs. Develop a non-verbal signal for the child to know that this is a situation in which they will need to monitor their own interaction/behavior or to use a specific strategy taught to them. Interventions were taken from the following sources: Understanding the Student with Asperger Syndrome: Guidelines for Teachers by Karen Williams, 1995, FOCUS ON AUTISTIC BEHAVIOR, Vol. 10, No. 2, Copyright, June 1995 by PRO-ED, Inc. (also available online at Online AspergerSyndrome Information & Support (O.A.S.I.S.)  HYPERLINK "http://www.udel.edu/bkirby/asperger/" http://www.udel.edu/bkirby/asperger/ ) Mather, N. & Goldstein, S. (2001). Learning Disabilities and Challenging Behaviors: A guide to intervention and classroom management. Baltimore, MD: Paul H. Brookes Publishing Company. Roth, F. & Worthington, C. (2001). Treatment Resource Manual for Speech-Language Pathology (2nd ed.). 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