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...And Then There’s Pragmatics
Tomorrow We’ll Talk About Artic.
Timothy P. Kowalski, M.A.,C.C.C. Professional Communication Services, Inc.
1401-A Edgewater Dr. Orlando, FL 32804
www.socialpragmatics.com
1
Formal Definition
All the ways in which the grammar serves the needs of speakers as social human beings Foster, 1990
Language development in the context and environment in which it is generated Nikolski, Harryman, & Kresheck, 1989
2
The study of how expressions of meaning by humans gain significance in context and use Smith & Leinonen, 1992
Rules governing the use of language in context Bates, 1976
The study of meaning in relation to speech situations Leech, 1982
15 definitions when searching on Google
3
The social component of language
It’s easier to identify a social pragmatic disorder than to define it
Richard Lavoie has a wonderful explanation for these difficult to define terms Lavoie, R (2005). It’s So Much Work to Be Your Friend. New York: Touchstone.
Informal Definition
4
“Zero Order Skills”
5
Listing pragmatic deficiencies is difficult but
everyone can identify “Zero Order Skills”
6
7 8
9
“A nosey girl in my class butts into everyone’s conversation with her nonsensical questions and doesn’t listen to anyone but herself! Shut up and
mind your own business!”
– Ticked Off! The Orlando Sentinel, April 19, 2003
10
Why is it important to have good social-pragmatic
communication?
11
Individuals with dysfunctional social-pragmatics have a social stigma
It has an early onset
earlier than semantics and syntax
Assists in generalization of traditional language therapy goals
Builds confidence
12
studies have shown that people form a lasting impression of someone within moments of their first meeting
these studies also show that it takes several subsequent POSITIVE interactions to offset the initial NEGATIVE experience
13
What’s important?
Teacher Viewpoint
turn taking
perspective taking
logical communication
clarification
Adolescent Viewpoint
nonverbal comprehension
perspective taking
vocal tone interpretation
14
What’s unimportant?Teacher Viewpoint
humor comprehension
slang usage
nonverbal comprehension
topic maintenance
Adolescent Viewpoint
eye contact
narrative
humor comprehension
topic maintenance
slang usage
15
How often do we communicate?
Yorkston, K., Eadie, T., Baylor, C., Deitz, J., Dudgeon, B., Miller, R., Amtmann, D. (2006) Developing a Scale of Communicative Participation. ASHA 2006 Annual Convention. Miami Beach.
80% of waking hours are spent communicating
Listening Speaking Reading Writing
High
Low
16
Outcome in AS was good in 27% of cases. However, 26% had a very restricted life, with no occupation/activity and no friends. Why? Poor awareness of social thinking Cederlund, M., Hagberg, B., Billstedt, E., Gillberg, I. C., and Gillberg, C. (2007). Asperger Syndrome and Autism: A Comparative Longitudinal Follow-Up Study More than 5 Years after Original Diagnosis. Journal of Autism and Developmental Disorders.
17
Individuals who recognized the need for improved social thinking had higher salaries than those who didn’t recognize the need Howlin, P., Alcock, J., Burkin, C. (2005). An 8 year follow-up of a specialist supported employment service for high-ability adults with autism or Asperger syndrome. Autism 9: 533-549.
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Those lacking social cognition had less positive employment experiences and showed more preference for solitary activities Jennes-Coussens, M., Magill-Evans, J., Koning, C. (2006). The quality of life of young men with Asperger syndrome: a brief report. Autism. 10: 403-414.
19
Pragmatic Theories
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2 Major Theories
Social Learning
Interactional Approach
21
Social LearningKey players: Vygotsky & Halliday
Concept: language is viewed as being acquired through the observation of modeled events and outcomes
Requires the ability to deduce from observation and apply for future social functioning
22
Interactional Approach
Key Players: Ainsworth, Blurton-Jones, Brazelton, Bruner, Kaye, & Shaffer
Concept: Children learn language through reciprocal interaction with others
Based on analysis that babies have the ability to discriminate when to initiate and resond in turn-taking fashion
23
Developmental Stages of Pragmatics
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Pre-schoolBirth - 1 year:
adults provide interactional structure Bruner, J. (1982). The formats of language acquisition. American Journal of Semiotics. 1: 155-178. synchronous adult-child interaction Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. In M. Bullowa (Ed.). Before Speech: The Beginning of Interpersonal Communication. Cambridge: cambridge University Press.
adults recognize & reinforce proto-word usage Snow, C. (1977). The development of conversation between mothers and babies. Journal
of Child Language. 4: 1-22; Bateson, M. (1975). Mother infant exchanges: The epigenesis of conversational interaction. In D. Aaronson, & R. Reiber (Eds.). Developmental Psycholinguistics and Communication Disorders. New York: New York Academy of Sciences.
25
begins to imitate others’ vocalizations and gestures
cries become differentiated
shows objects to others
points for object recognition and show
establishes connection prior to vocalizing
26
1-2 years:
range of communicative acts expands
use of combinations of: words, objects and gestures
greater awareness of conversation in context
verbal turn-taking
27
2-3 years:
elaboration of language forms and use of nonverbal language
development of Theory of Mind begins
turn-taking develops
28
greater degree of conversational relevance
beginnings of conversational repairs
beginnings of metalinguistics
29
3-4 years:
capable of making statements about turn-taking
requests use strategies and multi-steps (“You know the ice cream? If I’m good, can I have some?”)
30
narrative and story telling well developed Kemper, S. (1984). The development of narrative skills: Explanations and entertainments. In
S. Kuczaj (Ed.). Discourse Development: Progress in Cognitive Development Research. New York: Springer-Verlag.
repair strategies easily used Sacks, H., Schegloff, E. and
Jefferson, G. (1974). A simplest systemics for the organization of turn-taking in conversation. Language. 50: 696-735.
31
4-5 years:
repairs continue to be developed but clarifications frequently blame listener
justification of demands emerges
32
greater clarification of word referents
greater recognition of the listener’s needs
gains noted in politeness, persuasion, hints, rights (e.g. claiming and giving), justifying, & explaining Tough, J. (1977). The Development of Meaning: A Study of Children’s Use of Language.
London: Allen & Unwin.
33
6-7 years:
use of meta-pragmatics (describing the rules of communication)
repairs continue to evolve
7-8 years:
clarification correctly identifies problem
higher level narratives
Early Elementary:
34
Late Elementary:
9 years:
clear understanding of threats and cause-effect
greater recognition of Theory of Mind
decrease in nonspecific terms (thingy)
increased tact
35
multiple levels of politeness are understood and can be explicitly referred to McTear, M. and Conti-Ramsden, G. (1992). Assessment of pragmatics. In K. Grundy,
(Ed.). Linguistics in Clinical Practice. London: Whurr.
36
complexity continues to development
able to use communication in difficult situations - e.g. complaints, firing employee, initiating conversation with stranger, etc.
Adults:
37
When Things Go Wrong
38
And then Mr. Spock used his
mind meld...
39
Characteristics of Dysfunctional Pragmatics Anderson-Wood, L. and Smith, B. (2000). Working with Pragmatics. Bicester, Oxon UK: Winslow Press, Ltd.
Expressing communicative intents
Conversational management
Problems of presupposition
Pragmatic comprehension and knowledge base
40
Expressing Communicative Intent
does not attract attention to self
does not point
limited initiation of conversation
ambiguous conversation
echolalia
perseveration
41
poor non-verbal communication
eye signals
orientation to partner
body language
facial expression
gesture
42
prosodic dysfunction
too loud/soft
monoloudness
inappropriate stress
inappropriate rhythm
unusual intonation
inappropriate rate
43
unusual vocal quality
semantic searching
minor hesitation
false starts
neologisms
circumlocution
44
poor interaction skills
poor attention and listening
ADD or IDGAS?
poor turn taking (verbal & nonverbal)
minimal turn taking
avoiding conversation
Conversational Management
45
reduced speech acts
restricted range
overuse of a single style (e.g. questions)
inappropriate use
46
dysfunctional organization and relevance
minimal interest in topic
illogical sequence
incoherence
reduced cohesion
excessive attention to extraneous detail
central coherence
47
dysfunctional topic management
poor introduction of topics
poor topic maintenance
inappropriate relevance
restricted interest
poor termination of conversation
48
dysfunctional topic repair
failure to request clarification
failure to indicate non-comprehension
failure to supply clarification
failure to initiate repairs
49
dysfunctional interactive style
rudeness
inappropriate style for setting
pedantic
overuse of cliches & utterances
hesitancy/too rapid in responding
50
ignoring listener’s perspective
no tact
lack of empathy
providing too much/little information
intermingling of new information with old
using more generals than specifics
Presupposition (assumption of what others are thinking)
51
reliance upon nonspecifics (e.g. “it, thing”)
overly formal language
inability to use narratives
inability to use modal verbs (e.g. “can, shall, will, dare, must, may”)
tendency to ramble
52
reduced use of metaphors, irony, humor, idioms
use of jargon
word substitution (e.g. “pork” for “fork” or “hand” for “foot”)
tendency to be repetitive
53
reduced ability to decipher the world around him
central coherence
poor inferencing
hyper-literality
confusion of referents during conversation
Comprehension and Knowledge Base
54
inability to monitor own comprehension
inability to comprehend the intention of others
inability to comprehend facial expressions
poor sense of time and temporal language
inability to use spatial language
55
reduced comprehension of narratives
reduced ability to comprehend irony, humor, metaphors, and idioms
56
Factors Predisposing Social-Pragmatic
Dysfunction Anderson-Wood, L. and Smith, B. (2000). Working with Pragmatics. Bicester, Oxon UK: Winslow Press, Ltd.
57
Neurobiological
neurological disorders
psychiatric disorders
slow cognitive or linguistic processing
deficient linguistics
immaturity
personality factors
58
Social-Emotional Factors
environmental factors
social isolation
lack of confidence
poor self esteem
defensiveness
59
Factors in the Self
reduced sense of self
reduced integrative ability
reduced inner coherence
60
Imaginative Factors
poor imagination
poor Theory of Mind
poor empathy
61
Cognitive Style
rigid thought processing
disorganization
reduced attention span
distractibility
62
Memory Factors
deficient word finding skills
deficient short-term memory
deficient conversational tracking
63
Knowledge Factors
limited knowledge of the world
limited social knowledge
64
Social-Pragmatic Communication
Assessment
65
Always keep in mind:
consistency of deficiency
potential causation
does the student possess the requisite knowledge and skills?
will the student be able to learn and use the skills needed?
66
Diagnostic Complicationsdeficiency may originate in the behavior of either partner or in their relationship
the environment impacts the communicative behavior of the participants
group dynamics predispose difficulties in etiological origins
67
Is a “pure-form” of pragmatic deficit possible?
often a result of eroded communicative confidence due to impaired speech-language functions
often associated with environmental or emotional problems Law, J. and Conway, J. (1992) Treatment of abused and neglected
children: The role of speech and language therapists. Bulletin of the College of Speech and Language Therapists. 487: 8-9; Smith, B. and Leinonen, E. (1992) Clinical Pragmatics: Unravelling the Complexities of Communicative Failure. London: Chapman & Hall.
68
comorbid with Asperger syndrome or Autism Aarons, M. and Gittens, T. (1992) What is the true essence of autism? Speech Therapy in Practice. 5:8; Frith, U. (1989) Autism:
Explaining the Enigma. Oxford: Blackwell; Baron-Cohen, S. and Bolton, P. (1993) Autism: The Facts. Oxford: Oxford University Press.
comorbid with psychosis Baltax, C. (1990) Pragmatic deficits and psychiatric disorders in
children and adolescents. International Pragmatics Conference University of Barcelona; Baltax, C. and Simmons, J. Pragmatic deficits in emotionally disturbed children and adolescents. (1988). In R. Schiefelbusch and L. Lloyd (Eds.) Language Perspectives: Acquisition, Retardation and Intervention. Austin TX: Pro-Ed. comorbid with semantic deficits Bishop, D. (1989) Autism,
Asperger’s syndrome and semantic-pragmatic disorder: Where are the boundaries? British Journal of Disorders of Communication. 24: 107-121; Rapin, I. and Allen, D. (1983) Development Language disorders: Nosologic considerations. In U. Kirk (Ed.) Neuropsychology of Language, Reading and Spelling. New York: Academic Press;Rapin, I. and Allen, D. (1987) Developmental dysphasia and autism in pre-school children: Characteristics and sub-types. Proceedings of the First International Symposium on Specific Speech and Language Disorders in Children. London: University of Reading. comorbid with right hemispheric dysfunction Bryon, K. (1988) Assessment of language disorders after right hemisphere damage. British
Journal of Disorders of Communication. 23: 111-125; Shields, J. (1991) Semantic-pragmatic disorder: A right hemisphere syndrome? British Journal of Disorders of Communication. 26: 383-392.
69
Severity Rating
70
Severity Rating
definition: a clinical judgement that classifies an individual’s difficulties into a descriptive category
will always have a subjective element
example: mild, moderate, severe
71
Advantages of Rating
prioritizing treatment
predicting outcomes
sharing information:
with client
with his family
with other professionals
72
Consider the Following:specific type of difficulties
frequency of occurrence
range of difficulties
student’s self-awareness of deficit
spontaneous use of compensatory strategies
when successful communication strategies are used
73
Inherent Difficulties in the Assessment of Social-
Pragmatic Communication
74
Inherent Problems:
lack of normative data
subjectivity of observation
definition of “What is acceptable behavior?”
partner’s impact on student
setting
75
student’s lack of ability versus failure to demonstrate ability
context and it’s effect on performance
it has immense implications on assessment
76
cultural mores
environmental situation
demands of a specific activity
role and code-shifting
relationships and impact of prior events
Complexity of Context
77
current state of relationship (e.g. the mom who helped her daughter using Craig’s list)
knowledge of the partner
strangers are harder to engage than friends
78
topic knowledge
linguistic context
deleting mutually known information
inferential context
one must understand the partner’s intent
79
Questionnaire data
Interview data
Observational data
pen and paper recording
audio recording
video recording
video-relay
observation window
Assessment Methods
80
Social-Pragmatic Communication
Assessment
81
nonverbal communication
non-literal language
speech prosody
social-pragmatic communication
Communication Assessment
82
Recommended nonverbal communication procedures:
eye gaze
gestures
Recommended non-literal procedures:
metaphor
irony
absurdity
humor
83
Recommended speech prosody procedures:
melody
volume (loudness)
stress
pitch
84
Recommended social-pragmatic communication procedures:
turn-taking
cues & prompts
social-conversational rules
conversational coherence
reciprocity
85
Tools Appropriate for Pre-School Ages
86
Halliday’s Functions of Language
Miller, J. (1981). Assessing Language Production in Children. Baltimore, MD: University Park Press.
uses 7 categories to assess pragmatics
communication may function as:
interpersonal: intention to interact with others
textual: utterance is based on previous utterance
ideational/experiential: an attempt to express meaning
87
Pre-verbal Communication Schedule
Kiernan, C. and Reid, B. (1987). Pre-Verbal Communication Schedule. London: NFER-Nelson
The Schedule is aimed mainly at assessing existing non-verbal and vocal communication skills and other abilities which may be relevant in program development
Acronym: PVCS
88
The Pragmatics Profile of Early Communication Skills
Dewart, H. and Summers, S. (1995). The Pragmatics Profile of Communication Skills in Childhood. Windsor: NFER-Nelson.
provides a structured set of questions to be asked of parents, caregivers, etc.
targets:
communicative intentions
response to communication
interaction and conversation
contextual variation
89
Communicative Intention Inventory Coggins, T. and Carpenter, R. (1981). The communicative intention inventory: A system for observing and coding children’s early intentional communication. Applied Psycholinguistics. 2: 235-252.
provides a method of analyzing conversational data
composed of 8 intentional categories
appropriate for any age group
90
EcoScales
MacDonald, J. and Gillette, Y. (1986). Ecological Communication System. San Antonio: Harcourt Brace Jovanovich, Inc.
provides a model for evaluating the interactive and communication skills of preconversational children and their caregivers
designed for both program planning and progress monitoring as well as for determining the child's performance.
5 levels of interactive development and delays are considered
identifies disorders, not in terms of linguistic performance alone, but in terms of interaction skills and their role in fostering communication
91
Pragmatics Observation List Johnston, E., Weinrich, B., Johnson, A. (1984). A Sourcebook of Pragmatic Activities: Theory and Intervention for Language Therapy.
Tucson: Communication Skill Builders.
explores the level of adequacy demonstrated by children’s pragmatic functioning
92
Bristol Language Development Scales
Gutfreund, M. (1989). Briston Language Development Scales. Windsor: NFER-Nelson.
provides a comprehensive approach to the assessment of language production by children
aids in the planning of appropriate therapy
93
Social Interactive Coding System Rice, M., Sell, M. and Hadley, P. (1990). The social interactive coding system (SICS):
An on-line, clinically relevant descriptive tool. Language, Speech and Hearing Services in Schools. 21: 2-14.
procedure for structuring observation of the communicative interactions of children in a naturalistic setting
coding is based on: initiations, responses, repetitions, and ignoring.
94
Other strategies:
Guidelines for the assessment of communication intent Wetherby, A. and Prizant, B. (1989). The expresion of
communicative intent: Assessment Guidelines. Seminars in Speech and Language. 10: 77-91. Transactional approach to early language McLean, J. and Snyder-McLean, L. (1988). Application of pragmatics to severely mentally retarded children
and youth. In R. Schiefelbusch and L. Lloyd (Eds.). Language Perspectives: Acquisition Retardation and Intervention. Texas: Pro-Ed.
Systematic method for observing pragmatic behaviors McTear, M. (1985). Children’s Conversation. Oxford: Blackwells.
95
Tools Appropriate for Grades K-12 and Adults
96
Conversational Effectiveness Profile-Revised
Kowalski, T. (2010) Social-Pragmatic Success. Orlando: Professional Communication Services, Inc.
observational rating scale comprised of 6 domains:
social interaction social communication academic communication nonverbal communication
perspective taking
CEP-RConversational Effectiveness Profile - Revised
Name Address
SchoolExaminerSetting
Year Month DayDateBirth DateAge
Summary/Response Form
Interpretation of FindingsPercent
Appropriate
Percent Somewhat
Inappropri-ate
Percent Extremely
InappropriateSocial Interaction A. With whom does he/she interact? B. How does he/she interact? C. How does he/she participate with others?Social Communication A. How does he/she comprehend others? B. How does he/she respond to others? C. How does he/she communicate with others?Social-Emotional Regulation A. How does he/she recognize emotional state in him/herself? B. How does he/she recognize emotional states in others?
Copyright © 2009
Professional Communication Services, Inc.
Additional copies of this form may be purchased from:
Professional Communication Services, Inc.
1401-A Edgewater Dr., Orlando FL 32804
407-245-1026, Fax 407-245-1235, www.socialpragmatics.com
97
Dore’s Conversational Acts
Stickler, K. R. (1987). Guide to Analysis of Language Transcripts. Eau Claire, WI: Thinking Publications.
used to assess the function behind an utterance
comprised of 3 parts based on the message’s
meaning
syntax
speaker’s intent
98
Dore’s Conversational Acts: Requests
Statements that request information, action, or acknowledgment from another individual
yes-no questions Wh-questions clarification requests for action or permission rhetorical questions
99
Dore’s Conversational Acts: Descriptions
statements that provide factual information about the past and present
identifications properties events locations times
100
Dore’s Conversational Acts: Statements
comments that are used for:
rules
evaluations
attributions
explanations
facts
definitions
101
Dore’s Conversational Acts: Acknowledgments
comments that recognize and evaluate responses such as:
acceptances
approval/agreements
disapproval/disagreements
conversational returns
102
Dore’s Conversational Acts: Organization Devices
comments that regulate contact and conversation such as:
boundary markers calls speaker selections politeness markers accompaniments
103
Dore’s Conversational Acts: Performatives
comments that serve to accomplish their task:
protests jokes claims warning teasing
104
Dore’s Conversational Acts: Miscellaneous
unclassifiable utterances such as:
no responses
unintelligible responses
exclamations
105
Tough’s Functions of Language Tough, J. (1977). The Development of Meaning: A Study of Children’s use of Language Skills. London, UK: Allen and Unwin.
defines the role language has in problem solving and thinking
identifies 4 major functions of language:
directive
interpretive
projective
relational
106
Fey’s Pragmatic Patterns Fey, M.E. (1986). Language Intervention with Young Children. San Diego, CA: College-Hill Press.
Active Conversationalist
Yes
Verbal Noncommunicator
No
Is the child responsive in communication?
Yes
Passive Conversationalist
Yes
Inactive Communicator
No
Is the child responsive in communication?
No
Is the child assertive in conversation?
107
Fey’s Pragmatic Patterns: Active Conversationalists
assertive and responsive
interested in their conversational partner
lend information to the conversation
may need assistance in expansion techniques
108
Fey’s Pragmatic Patterns: Passive Conversationalists
responsive to conversation but doesn’t add to it
fails to provide new and/or relevant information
need help in developing assertive acts
109
Fey’s Pragmatic Patterns: Inactive Communicator
neither responsive or assertive
typically socially isolated
fail to participate in conversation
need help in developing interactions
110
Fey’s Pragmatic Patterns:
Verbal Non-Communicatorassertive but unresponsive to partner
can initiate conversation
dominates conversation without regard to partner’s needs/desires
need help in understanding how their comment relates to current topic
111
Prutting Pragmatic Protocol Prutting, C. and Kirchner, D. (1987). A clinical appraisal of the pragmatic aspects of language. Journal of Speech and Hearing Disorders, 52, 105-119.
used with children 5 years of age and older
defines how language signifies conversational intent in social settings
112
Communicative Partner Profile Anderson-Wood, L. and Smith, B. (2000). Working with Pragmatics. Oxon, UK: WinslowPress, Ltd.
checklist based on the following skills:
facilitating relationships facilitating conversational interaction facilitating communication development non-facilitating strategies training for communicative partners
113
Muir’s Informal Assessment for Social -Communication
Muir, N., Tanner, P. and France, J. (1992). “Management and Treatment Techniques: A Practical Approach”, edited by R. Gravell, and J. France, Speech and Communication Problems in Psychiatry. San Diego, CA: Singular Publishing Group, Inc.
provides a quick overview of the social domain of language
uses a rating scale: 1 (severe) to 5 (normal)
geared more for psychiatric group treatment
114
Adolescent Pragmatics Screening Scale
Brice, A. (1992). The adolescent pragmatics screening scale: Rationale and Development: Howard Journal of Communications. 3: 177-193.
can be used to identify pragmatic language deficits
provides a measure on 6 topical subtests and a composite total score
115
Halliday’s Functions of Language Miller, J. (1981). Assessing Language Production in Children. Baltimore, MD: University Park Press.
uses 7 categories to assess pragmatics communication may function as:
interpersonal: intention to interact with others textual: utterance is based on previous utterance ideational/experiential: an attempt to express meaning
116
Pragmatic Rating Scale Anderson-Wood, L. and Smith, B. (2000). Working with Pragmatics. Oxon, UK: WinslowPress, Ltd.
designed to compare communication performance against others
non-standardized rating scale
117
Interaction Record Anderson-Wood, L. and Smith, B. (2000). Working with Pragmatics. Oxon, UK: WinslowPress, Ltd.
provides for a transcription of communication interaction
provides for a visual demonstration of strengths and weaknesses
118
Directing Discourse
Blank M, Marquis MA, Klimovitch M : Directing Early Discourse, Communication Skill Builders, Tucson, AZ, 1995
a procedure utilizing a probing checklist to analyze and enhance conversational effectiveness
119
Evaluating Communicative Competence: A Functional Pragmatic
Procedure Simon, C. (1986). Evaluating Communicative Competence: A Functional Pragmatic Procedure. Tucson: Communication Skill Builders
assesses the quality of language processing skills, memory, application of metalinguistic knowledge, and the use of knowledge through 21 tasks
ages 9-17 years
120
The Behavioral Inventory of Speech Act Performances (BISAP) Lukas, E. (1980). Semantic and Pragmatic Disorders: Assessment and Remediation. Rockville: Aspen.
useful to analyze elicited speech acts
highly dependent upon “felicity conditions” (special circumstances in which a speech act will succeed or fail (e.g. asking to go outside and play during a hurricane)
121
Edinburgh Functional Communication Profile Skinner, C. Wirz, S., Thompson, I. and Davidson, J. (1984). Edinburgh Functional Communication Profile. Bicester: Winslow Press
focuses on:
the intention of speakers
nonverbal behaviors in a variety of contexts
122
Communicative Effectiveness Index Lomas, J., Pickard, L., Bester, S., Elbard, H., Finlayson, A., andZoghaib, C. (1989). The communicative effectiveness index: Communication measure for adult aphasia. Journal of Speech and Hearing Disorders. 54: 113-124.
designed to measure the amount of change during treatment and can assist in monitoring the success of intervention
123
Other strategies:
Method for exploring interactions using INREAL Heublein, E. and Bate, C. (1988). Procedures for a descriptive analysis of intention. Seminars in Speech and
Language. 9:37-44. Method for categorizing pragmatic behaviors Roth, F. and Spekman, N. (1984). Assessing the pragmatic abilities of children. Part 2: Guidelines,
considerations and specific evaluation procedures. Jouranl of speech and Hearing Disorders. 49: 12-17.
124
Methods to assess pragmatics with special emphasis on topic skills and clarification of request skills Brinton, B. and Fujiki, M. (1989).
Conversational Management with Language-Impaired Chldren: Pragmatic Assessment and Intervention. Rockville: Aspen
125
Many students with social-pragmatic communication deficits
have deficient social thinking.
126
Appropriate social skills are dependent upon:
motivation to “fit in”
accurately perceive situations
decode information from others
perform the necessary social skills
recognize social feedback
act upon the social feedback
127
Theory of Mind (ToM)
128
Meet the Fockers
129
Recognizing our place in societySociety’s expectations
You
130
Theory of MindUta Frith
definition
The Sally-Anne Test Baron-Cohen, S., Leslie, A.M., and Frith, U. (1985). “Does
the autistic child have a Theory of Mind?” Cognition. 21: 81-90.
“The Borg” and networked wiring
perspective taking
leads to topic domination
131
Level 1 ToM“I know that not everyone thinks the same way that I do.”
132
ignoring listener’s perspective
inappropriate provision of information
confusing “old” and “new” information
overuse of non-specific information (e.g. “it” or “thing”)
Level 1 manifestations:
133
“everyone thinks like me”
inability to engage another outside are of interest
inability to recognize locations/situations have multiple expectations
134
Level 2 ToM“I know that what I do (or don’t do), impacts your decision to want to be my friend (or not be my friend).
135
Level 2 manifestations:
poor hygiene
“I don’t care if you don’t want this, I’m going to complete it”
hyper-emphasis on penmanship negatively impacts content
136
overwhelming ideation (“I can’t go to school - my shirt’s dirty!”)
lack of joint attention
inability to recognize facial expressions
137
Deficits Related to ToM
Myles, B. and Southwick, J. (1999). Asperger Syndrome and Difficult Moments. Shawnee Mission, KA: Autism Asperger Publishing Co.
difficulty explaining own behaviors
difficulty understanding emotions
difficulty predicting the behavior and emotional states of others
problems understanding the perspectives of others
138
problems inferring the intentions of others
lack of understanding that behavior impacts how others think and/or feel
problems with joint attention and other social conventions
139
Requirements for ToM
for children to be able to recognize and act upon assumptions acquired from observations, it is critical that they understand the nature and causes of emotions Silliman, E., Diehl, S., Bahr, R., Hnath-Chisolm, T., Zenko, V., and Friedman, S. (2003). “A new look at performance on Theory of Mind Tasks by adolescents with autism spectrum disorder.” Journal of Speech and Hearing Services in the Schools. 34: 3,236-252.
140
Executive Functions
(Educators call it “Organizational Skills”)
141
Executive Functions
Definition: how you process, plan, and carryout a procedure to complete a task
Example: Time Management
Requires 4 significant skill areas
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1. Flexibility of Thought
Definition: the ability to determine the best option for a task
manifested in:
thought shifting
changing an idea
hyper-focus on a specific area (OCD)
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2. Identification of Relevance
Definition: determining what is important and not important to the task at hand
manifested in:
oriented to detail
inability to see the global picture
144
3. Experiential Learning
Definition: the ability to learn from and draw upon past experiences
manifested in
inability to identify what works and what doesn’t
inability to apply a skill to a new situation
145
4. Goal Focus
Definition: the ability to remain focused and on-task, despite presence of competing information
manifested in:
getting stuck in details
getting distracted
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Summary of Deficits Associated with Executive Functions
Flexibility of Thought No
Identify Relevance No
Experiential Learning No
Goal Focus No
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Central Coherence
148
Central CoherenceDefinition: the ability to integrate details into a larger picture
How does AS impact central coherence?
details rule
often have the information but can’t integrate it into the big picture
seen as inconsiderate & thoughtless to NTs
149
Summary of Deficits Associated with Central Cohesion
Input Style Single
Detail Driven Yes
Sees “Big Picture” No
Memory Style Factual Data
Integration Style Random Input
150
Emotional IntelligenceThe Consortium for Research on Emotional Intelligence in Organizations
www.eiconsortium.org
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Emotional Intelligence
Definition: the ability to perceive, identify, and manage emotion on both a personal and social level
How does AS impact emotional intelligence?
ability to adapt to new situations
coping skills
job placement
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Personal CompetenceLevel Sublevel Manifestations
1. self awareness
1. emotional awareness: recognizing one’s emotions and their effects
1. can’t recognize and explain their emotions 2. can’t associate feelings with their behavior 3. can’t realize their feelings impact performance
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Theoretical Approaches to Intervention
154
Linguistic Approachsuggests that language is acquired in the same way as other genetically pre-programmed abilities (e.g. motor coordination)
importance of clinician is limited because child is “pre-programmed” to acquire language
155
Behaviorist Approach
traditional behaviorists postulate that language is merely one of many behaviors that can be shaped and reinforced by caregivers
has strengths and weaknesses
156
Interactionist Approach
communication develops by interacting with the environment
the therapist is a facilitator of language rather than a teacher
157
Social Learning Approachstress the complexity of communication and the importance of considering the social aspects of communication as well as the linguistic and cognitive aspects
highly dependent upon the child learning from someone with who he has a motivating social relationship
158
Communication Centered Approach
pragmatics based designed to put the focus on the child as the controller of the interaction thereby increasing interaction
allows for experimentation for further success
159
Social and Emotional Issues
Social-Interactive Domain Social-Communicative Domain
Social-Emotional Domain
160
Social-Interactive Domain
161
Social-Interactive Issues
frequently lack tact
poor proxemics
poor social rules
egocentric
jokes difficult to comprehend
162
Intervention Strategies for Social-Interaction Deficits
teach that their actions have an impact on others
use Disability Awareness Programs
use buddy systems
use structured play groups
use social stories
163
use social autopsies
teach perspective taking
teach how to share
teach how to negotiate
164
use comic strip conversationsI'll help
you with
this hard
stuff,
Susan.
I don't want
to do this
stuff.
165
use topic boxes to:
generate opinions about a topic
determine student’s current knowledge about a topic
generalize new information to outside settings
166
teach how to work in small groups
gain respect through academic strengths
protect from teasing
use drama to teach social interaction
use routines
teach how to transition
167
use visual supports such as:
calendars
schedules
checklists
168
Problem
Is it
Fixed?
Yes No
169
teach how to solve an argument
develop social skills through imitation
teach how to accept another’s viewpoint
use contingency statements
170
Teach flexibility of thought
use figure-ground reversal illusions
171
Teach flexibility of thought
use Stroop-like tasks
BIG big little LITTLE BIG big little LITTLE little BIG big LITTLE BIG LITTLE little big BIG big LITTLE little big BIG big little LITTLE little big little BIG BIG little big BIG big little LITTLE
172
Teach flexibility of thought
use Stroop-like tasks
red green yellow blue red white green red yellow green white blue red white yellow green red blue white red yellow red green red blue yellow white yellow red blue blue yellow green red white red green blue red
173
Teach flexibility of thought
use set shifting games
174
set shifting games
1 2 3
4 65
7 8 9
175
Social-Communicative Domain
176
Social-Communicative Issues
difficulty with conversational rules
unique prosody
perseverative questioning
pedantic speech frequently common:
“The Little Professor”
177
poor abstract reasoning
poor nonverbal communication skills
60-90% of message typically nonverbal
178
Intervention Strategies for
Social-Communicative Deficits
179
Treatment for Social-Communication Deficits
teach mutual focus
use barrier games
teach active listening
180
encourage eye-contact, stress the need and use of it for socialization:
how it is used for conversational emphasis
reciprocal attention getting
conveying shared interests
nonverbal means of indicating confusion and disapproval
181
teach conversational skills
how to initiate conversation
how to use turn taking
how to expand the conversation
teach conversational repair skills
182
teach topic concepts
family = personal
peers = movies, games, TV, videos
adults = topic detail
183
limit time spent on personal fixation
no one can ask 2 consecutive questions
everyone asks a question
2 minutes and that’s it!
use hand signals
“Thank you for that information but we must give others a turn.”
184
use stop signs
use traffic signals
teach comprehension of idioms
185
help him “come to the point”
B
A
186
Quantity: saying just enough; not too much, not too little
Quality: the truthfulness of the information
Relation: the relevancy of the information
Manner: the clarity of the information
use Grice’s Maxims
187
Words carry the message, Body language carries the emotion
Richard Lavoie
Certain messages are never spoken
188
189
teach concept of “Time and Place”
our expectations differ according to location (teacher will accept “funniness” on playground but not in class)
our expectations differ according to situation ( different system needed to respond to “happy” and “mad”)
190
191
teach abstract language
teach homophones (multiple meaning words)
192
teach context clues
using a book:
what do you know about the characters?
what are their intentions?
what would YOU be feeling if you were in a similar situation?
what do you THINK will happen next?
193
using a video:
knowing what you see, what do you think the characters are thinking, feeling, and intending to do?
do your guesses “fit” the characters’ facial expressions and emotions?
what do you think will happen next?
for “real-time” situations use same strategies
194
teach why compliments are nice to receive
presence of hyper-logical thinking and deficient ToM creates a lack of “need”
types of compliments Gray, C. (1999). Gray’s Guide to Compliments: A Social
Workbook. The Morning News. Jenison Public Schools, MI.
character
ability
appearance
195
teach jokes
why is it funny?
incongruity, presupposition, riddle parody
focus on:
lexical items, minimal pairs, stress/juncture, phrase structure, transformational ambiguity
196
teach implied meanings
“You stink!”
“Get out of here!”
“You’re crazy.”
simplify the language when giving directions
197
teach how to respond to praise
teach how to respond to criticism
teach recognition of facial features
198
Source: The Nonverbal Learning Disorders Kit, LinguiSystems, Inc.
199
Social-Emotional Domain
200
Source: Coulter Video (www.coultervideo.com) Used with permission.
201
Social-Emotional Issueseasily stressed
poor self-esteem
frequently overwhelmed by change
anxiety is common (PTSD?)
often ritualistic
sensory issues increase internal stress
frequently depressed/suicidal
202
Factors Limiting the Ability to Recognize Emotional States
excessive concrete reasoning overuse of literal interpretation limited analytic skills limited flexibility limited perspective taking focusing on one aspect and not the whole
203
Intervention Strategies for Social-Emotional
Deficits
204
Treatment for Social-Emotional Deficits
recognize and refer for depression
increase self-esteem
encourage eye-contact
use nonverbal techniques for feedback
teach how to recognize emotions in self and in others
205
always use positive and unemotional tone of voice
teach what to say when problems occur
problem solve
model others to study reactions
206
use safe havens and safe people to:
organize upcoming events
place to go for a break to release stress
place to go to avoid a potential meltdown
place to go during a meltdown
207
frequent meltdowns are a signal that too much stress is present! Reduce it!
be aware that even though he looks calm, he will be extremely stressed – don’t expect too much too soon!
teach “abdominal surgery” to caregivers
208
consider a tutor to reduce anxiety
teach how to relax
use positive reinforcement
teach how to predict another person’s viewpoint
209
Teach the relationship between negative feelings and anxiety-
producing situations and events. Klin, A. and Volkmar, F. R. (1997). "Asperger’s Syndrome.” Edited by D. Cohen, and F. Volkmar,
Handbook of autism and pervasive developmental disorders, New York, NY: Wiley.
210
“People expect cognition and social functioning to be equally developed. When kids with Asperger’s Syndrome
experience difficulty they wrongly assume it is deliberate misconduct.”
Klin, A. and Volkmar, F. R. (1997). "Asperger’s Syndrome.” Edited by D. Cohen, and F. Volkmar, Handbook of autism and pervasive developmental disorders, New York, NY: Wiley.
211
Many children with AS remember events from 5 years past as if they
happened 5 minutes ago. Teach them to focus on what’s relevant right now
and not dwell on the past.
212