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So
ci
al
ly
Sp
ea
ki
ng™
Se
mi
na
rs
Socia
lly S
peak
ing™
Par
t 2:
Aut
ism &
Soc
ial S
kills
Prac
tical
Stra
tegie
s Inv
olvi
ng P
lay &
Pre
-Lite
racy
FLA
SHA
Con
vent
ion:
Sun
day
May
29,
201
6
Peni
na P
earl
Ryba
k M
A/C
CC
-SLP
, TSH
HSp
eech
-Lan
guag
e Pa
thol
ogist
, Edu
catio
nal T
echn
olog
y C
onsu
ltant
Fo
unde
r/C
EO S
ocia
lly S
peak
ing
LLC
Email: Pe
nina.SociallySp
eaking@
gmail.com
Linke
dIn: Pe
nina Rybak
Website: http://
sociallyspeakingLLC.com
Facebo
ok: Socially Spe
aking LLC
You
Tube
Chan
nel: socialslp
Goo
gle+: Socially Spe
aking LLC
Pintere
st: pintere
st.com/P
eninaslp
Twitter: @
PopG
oesPenina
© 2
016
Soci
ally
Spe
akin
g LL
C, A
ll Ri
ghts
Res
erve
d
The Socially Speaking™ Experience:Textbook &
iPad® App sociallyspeakingLLC.com
SPEAKER:Penina Rybak, MA/CCC-SLP, TSHH is a practicing, pediatric speech- language pathologist and educational technology consultant, who earned her master’s degree from New York University. She has been practicing for two decades, and has specialized in the treatment of young children with Autism/special needs, in home-based early intervention, center-based preschool intervention, self- contained school-age classrooms, and private practice. Penina participated in the 1995-2000 NY TRAID Project, in conjunction with the Westchester Institute of Human Development, which worked to integrate Apple™ technology into special education classrooms. She also spearheaded The Boardmaker™ Initiative, from 2008-2010, which worked on customizing curriculum needs and implementing behavior management strategies at a charter school in New York. It resulted in her launch of her Socially Speaking™ Social Skills Curriculum, seminars, iPad® App, and book. Penina lectures nationally and internationally, about customizing social communication strategies, the developmental integration of iPad Apps into treatment of Autism/Special Needs, and Early Childhood play based assessment and intervention. She advocates the use of an eclectic, multi-sensory treatment approach, using customized lesson plans involving toys and tech. For more information visit her website: www.sociallyspeakingLLC.com.
Socially Speaking™Seminars
Email: [email protected]: sociallyspeakingLLC.com
Presenter:
Penina Rybak MA/CCC-SLP
Learn practical, fun, developmental tips to: Foster compliance and self regulation Foster play skills development Foster specific social skills Foster Theory of Mind and cognition Integrate toys and tech (iOS apps) in
treatment for better learning outcomes
http://amzn.to/1QzHjNL
© 2016 by Penina Pearl Rybak MA/CCC-SLP
Speech-Language Pathologist, Educational Technology Consultant,
and Founder/CEO of Socially Speaking LLC
Socially Speaking™ Part 2Autism & Social SkillsPractical Strategies: Play & Pre-Literacy
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLCFLASHA 2016
About MeLinkedIn: Penina Rybak
Website: sociallyspeakingLLC.comFacebook & Google+ Socially Speaking LLC
Pinterest and YouTube: Penina Rybak Twitter: @PopGoesPenina
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
sociallyspeakingLLC.com
Suggested Play Materials
Suggested Reading List
Suggested Websites
Reproducible Forms
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
A Word About....ASHA Disclosures
The Socially Speaking™ Program
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Socially Speaking™ ProgramPair Toys & Tech
Play & Causality
‣ Play teaches If..Then Contingent (18 mo.)
‣ Play internalizes rules & roles
‣ Play facilitates episodic memory
‣ Play facilitates resiliency & regulation
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Evaluating Play Skills
๏ The Rosetti Infant -Toddler Language Scale (SLP)
๏ The Westby Play Scale
๏ The Socially Speaking™ Social Skills Assessment Checklist & iPad App by Penina Rybak
๏ Scholastic.com Ages & Stages (my website-PDF Page)
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Pair Toys & Tech! Changes in Thinking Can Yield Results By:
Having fun and decreasing passivity
Being developmental and sequential about goal planning & delivery
Being multi-sensory, to creatively appeal to child’s interests/learning style
Giving a common language and ground for child's team
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Friendship Circle of MI Bloghttp://bit.ly/1yK0BVv
Socially Speaking™ iPad Apphttp://bit.ly/18sm0sQ
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Types of Play- My Formula: Evaluating Play Stages
‣Sensory Play 3-9 mo.‣ Exploratory Play 9-18 mo. ‣Replica Play 18- 36 mo.‣Symbolic Play 36 mo.+
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Take These Factors into Account When Assessing Play & Humor:
• cognitive skills• language skills• sensory processing• facial affect skills• motor skills
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Suggested Bibliography on Play:
Beckerleg, Tracey (2008). Fun with Messy Play: Ideas and Activities for Children with Special Needs. Philadelphia, PA: Jessica Kingsley Publishers
Brady, Lois Jean, et al (2011). Speak, Move, Play, and Learn with Children on the Autism Spectrum. Philadelphia, PA: Jessica Kingsley Publishers
Densmore, Ann (2007). Helping Children with Autism Become More Social: 76 Ways to Use Narrative Play. Westport, CT: Praeger Publishing
Landreth, Gary (2000). Innovations in Play Therapy: Issues, Process, and Special Populations. New York, NY: Brunner-Routledge Books
Martin, Nicole (2009). Art As an Early Intervention Tool for Children with Autism. Philadelphia, PA: Jessica Kingsley Publishers
Meadan, H., et al. (2009). Promoting the social and communicative behavior of young children with autism spectrum disorders: A review of parent-implemented intervention studies. Topics in Early Childhood Special Education, 29(2): 90-104.
Moor, Julia (2002). Playing, Laughing, and Learning with Children on the AutismSpectrum: A Practical Resource of Play Ideas for Parents and Carers.Philadelphia, PA: Jessica Kingsley Publishers
Morrison, R., et al (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25, 58-72.
Owens, Robert Jr. (2007). Language Development; Seventh Edition. Boston, MA: Allyn & Bacon
Paley, Vivian Gussin (2004). A Child’s Work: The Importance of Fantasy Play. Chicago, IL: The University of Chicago Press
Schwartz, Sue and Heller Miller, Joan (1996). The New Language of Toys: Teaching Communication Skills to Children with Special Needs. Bethesda, MD: Woodbine House
Sher, Barbara (2009). Early Intervention Games: Fun, Joyful Ways to Develop Social and Motor Skills in Children with Autism Spectrum or Sensory Processing Disorders. San Francisco, CA: Jossey-Bass/ Wiley & Sons Inc.
Smith, Melinda, and Julian, Linda (2001). Teaching Play Skills to Children with Autistic Spectrum Disorder: A Practical Guide. New York, NY: DRL Books
Stegelin, D.A. (2005). Making the Case for Play Policy: Research Based Reasons to Support Play-Based Environments. Young Children, 60, 76-85
Wolfberg, Pamela (2003). Peer Play and the Autism Spectrum: The Art of Guiding Children’s Socialization and Imagination. Shawnee, KS: AutismApserger Publishing
Wolfberg, Pamela (2009). Play and Imagination in Children with Autism, Second Edition. Shawnee, KS: Autism Asperger Publishing
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
“Einstein Never Used Flash Cards”By: Kathy Hirsh-Pasek, Ph.D. and Roberta Michnick Golinkoff Ph.D
Developing Intelligence:The Hierarchy:
1. Cause& Effect 2. Conservation (quantity) 3. Inferencing a) Creativity b) Independent thinking 4. Self Concept a) Delayed gratification b) Social skills (pragmatics)
Imitation
Empathy
Self regulation (self monitoring behavior/repairing communication breakdowns)
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
The Importance of Play:Play fosters Self Concept, emotional engagement with others, and the ability to self regulate. It facilitates the child’s understanding of the environment (i.e.
the structure and routine, rules, and expectations of
said environment). It provides social referencing
through empathy.
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
The Impact of Delayed Onset of Play Skills:Reduced self regulation skills, i.e.
difficulties with attention (Time on Task-TOT) and Emotional Attunement, causing:
1. Reduced ability to “live in the moment” & develop episodic memory, through perceptions gleaned from The Five
Senses2.Reduced comprehension of time passing and time concepts(seasons, sequencing,
verb tense) 3. Disorganized Theory Of Mind (TOM)
resulting in difficulty with problem solving & Executive Functioning
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Body Awareness: Readiness Indicators Bilateral Hand Use
Play Development
Theory of Mind
Orientation to Person/Place &
Self-Regulation Skills
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Expressing Feelings: Readiness Indicators
Body Awareness
Play Development
Theory of Mind
Causality
Object Function ComprehensionA Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
FAQ: Why integrate music toys and apps?
Music is a crucial intervention tool for those who have difficulty with TOM and& pragmatics, resulting in difficulty recognizing/expressing feelings, and showing empathy.
Music facilitates self regulation. Music facilitates Emotional Attunement, through engaging the brain's ability to perceive tempo of feelings.
Music also facilitates Motoric Tempo through Body Awareness and Proprioception. It helps child with special needs perform time sequenced movements (rhythm), which can be an areaof real challenge regarding motor, play, & communication skills.
Expressing Feelings: Penina’s Pointers
FAQ: Why integrate drawing toys and apps?
Arts & Crafts facilitates Body Awareness andProprioception.
Art is a “whole body experience” using multi- sensory learning to build “muscle memory” through engaging The Five Senses.
Arts & Crafts facilitates episodic memory and subsequent recall of concepts/ideas.
Art is FUN and fosters Emotional Attunement.
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Expressing Feelings: Penina’s Pointers
Problem Solving:Readiness Indicators
1. Cause & Effect 2. Orientation to person/place/time 3. Communicative Intent 4. Delayed Gratification 5. Body Awareness 6. Transitioning 7. Inferencing and Causality through TOM (understanding how the world works, sequencing events, answering why? questions, and predicting outcomes)8. pre-literacy skills
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
FAQ: Why is problem solving such a crucial
skill?
Problem solving stems from having a Theory of Mind and being oriented to person/place/time. It incorporates the ability to access episodic memory re: feelings, and semantic memory re: past events of how things unfolded. It is the culmination of acquiring a diverse vocabulary, a sense of humor, and the ability to transition from being a “Me” to “We” as needed.
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
The Five Step Hierarchy1. Awareness that a problem exists, and why it exists 2. Verbalizing the problem to an adult instead of “acting out” 3. Exploring solutions/outcomes/options verbally and calmly 4. Verbal Negotiation to come to an agreement or compromise 5. Conflict Resolution & repairing communication breakdowns
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Problem Solving
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
!"#$%& '&$()(*++,-* “!$./-” !*(+*
Implications: Knowing what to do/say in
social situationsInterpreting body
language and utilizing eye contact appropriately
Making/keeping friendsProblem solving
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Integrating Toys & Tech in Treatment
The Socially Speaking™ Intervention Formula:
1. Assess Behavioral Readiness 2. Assess Play Level3. Assess Pre-Literacy Level4. Cross-Reference Data5. Determine Starting Points for Remediation & Document Goals (Use the Socially Speaking™ Management Plan)
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Social Skills Kits: Lessons1. Feelings and How to Express Them 2. Verbal Rejection 3. Initiating Contact and Conversations 4. Turn Taking and Respecting Boundaries 5. Problem Solving
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Social Skills Kits: Goals
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
COUNTERACTING SOCIAL BLINDNESS:
THE FOUR CORNERSTONES OF SOCIAL AWARENESS From Unwritten Rules of Social Relationships, page 115
By Temple Grandin and Sean Barron © 2005
Edited by Penina Pearl Rybak MA/CCC-SLP
*This addendum handout is part of the Socially Speaking™ LLC Educational Seminar Series-Part II: Improving
Cognitive Based Language Skills for Social Skills Building for Young Children with Autism and Special Needs:
Going From Concrete to Abstract Learning
The Four
Cornerstones of
Social
Awareness:
Definitions and Implications
About Behavior and Pragmatic
Skills
Correlations to the
Socially
Speaking™
Curriculum Areas
Suggested Speech Therapy Goals
Based on the Socially Speaking™
Curriculum
Perspective
Taking
Putting oneself in another’s shoes (TOM)
Body Awareness 1. Increase body parts vocabulary2. Increase recognition of facial
expressions in self/ others3. Increase understanding of part-
whole relationships4. Increase inferencing skills
Flexible
Thinking
Accepting change, adapting to the environment, and being responsive to changes in routine and alternative outcomes
Orientation to person/place/time
1. Increase understanding of pronouns, spatial relationships, and time concepts (receptive language skills)
2. Increase understanding & use of wh? questions
3. Increase sequencing skills (will also help with transitioning)
Positive Self
Esteem
Having a “can do” attitude based upon having experienced repeated successes that start out small and concrete and becomes less tangible over time....forming the basis for accepting responsibility for one’s actions, taking risks, and being resilient (not contingent on verbal praise)
Expressing Feelings 1. Increase ability to express feelings more age appropriately
2. Increase verbal rejection skills3. Increase ability to verbally self
monitor and self evaluate performance
4. Increase understanding and use of humor (physical and linguistic)
5. Increase facial affect through imitation and oral-motor exercises
Motivation: Having sustained interest in exploring the environment, overcoming internal and external obstacles to work towards goals, broadening your “horizons” to learn new things and develop new interests about the world around you so that you can transition between being a “Me” and a “We”
Problem Solving 1. Increase ability to problem solve using The Five Step Hierarchy
2. Increase ability to initiate verbal greetings more age appropriately
3. Increase ability to maintain topic of conversation
4. Increase ability to ask questions more age appropriately re: prosody (intonation)
5. Increase Executive Functioning Skills (TBA)
Temple’s Take
Review: Which Materials to Use?
Verbal Rejection Difficulty is a Self Regulation Issue, due to the EF “Emotional Control”:
PECS: “no”, “stop sign” ASL/signing “bye” Verbal Speech: role play: “no”, “don’t want it”, “later” etc.
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Social Initiation Difficulty is a Body Awareness Issue, due to SPD, requiring review of body parts and physical humor,
including exaggerated affect on the clinician’s face:
Greetings: toy phones, real cell phone calls Eye Contact: REPLAYS™, Mr. Potato Head™, arts&crafts Role play with sock puppets and googly eyes Inanimate Object Reference: Use Humor! Pretend to talk to
the object child wants and is looking at, instead of you
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Review: Which Materials to Use?
Sharing& Turn Taking Difficulty is an Emotional Attunement Issue, due to Reduced TOM:
One Toy with Physical Border: tire swing, slide“Part/Whole Toys”: stringing bead toys, mini-bowling set Toys evoking Empathy: dolls, doll house
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Review: Which Materials to Use?
Respecting Boundaries Difficulty is a Body Awareness Issue, due to SPD and Reduced TOM, requiring physical activities, physical humor, visual supports, and exaggerated affect on the clinician’s face when giving constructive criticism:
Physical Activities: climbing stairs, trampoline, building forts Physical Humor & Visual Supports: REPLAYS™, YouTube™, Social Stories™
with correct/incorrect photos Construct Toys: Legos™, Tinker Toys™, peg & gear toys Inanimate Object Reference: Dycem™ and duct tape (markers)
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Review: Which Materials to Use?
Problem Solving Difficulty is an EF Issue With Flexibility and Metacognition, requiring moving from physical humor to linguistic, visual supports, role play, and the “Social Autopsy” using video footage of the actual student performing correctly and incorrectly in various settings:
Creating Obstacles: give puzzles & shape sorter missing pieces, give broken toys, pretend to misunderstand/ignore requests
Humor & Visual Supports: books, what’s funny? wrong? games Cooperative Play Toys: pretend tea party, blocks, board games The Socially Speaking™ Problem Solving Template
A Socially Speaking™ Seminar by Penina Rybak MA/CCC-SLP © 2016 Socially Speaking LLC
Review: Which Materials to Use?
CO
UN
TE
RA
CT
ING
SO
CIA
L B
LIN
DN
ES
S:
TH
E F
OU
R C
OR
NE
RS
TO
NE
S O
F S
OC
IAL
AW
AR
EN
ES
S
From
Unw
ritte
n Ru
les
of S
ocia
l Rel
atio
nshi
ps, p
age
115
By T
empl
e Gr
andi
n an
d Se
an B
arro
n ©
200
5
Edited
by
Peni
na P
earl R
ybak
MA/C
CC-S
LP
*Thi
s ad
dend
um h
ando
ut is
part
of
the
Soc
ially
Spe
akin
g™ L
LC E
duca
tion
al S
eminar
Ser
ies-
Part
II: Impr
oving
Cog
nitive
Bas
ed L
angu
age
Skills
for
Soc
ial Skills
Build
ing
for Yo
ung
Chi
ldre
n with
Aut
ism a
nd S
pecial
Nee
ds:
Going
Fro
m C
oncr
ete
to A
bstr
act
Lear
ning
Th
e F
ou
r
Co
rners
ton
es
of
So
cial
Aw
are
ness
:
Defi
nit
ion
s an
d I
mp
lica
tio
ns
Ab
ou
t B
eh
av
ior
an
d P
rag
mati
c
Sk
ills
Co
rrela
tio
ns
to t
he
So
ciall
y
Sp
eak
ing
™
Cu
rric
ulu
m A
reas
Su
gg
est
ed
Sp
eech
Th
era
py
Go
als
Base
d o
n t
he S
oci
all
y S
peak
ing
™
Cu
rric
ulu
m
Pers
pect
ive
Tak
ing
Pu
ttin
g o
nes
elf
in a
no
ther
’s s
ho
es
(TO
M)
Bo
dy
Aw
aren
ess
1. I
ncr
ease
bo
dy
par
ts v
oca
bu
lary
2.In
crea
se r
eco
gn
itio
n o
f fa
cial
ex
pre
ssio
ns
in s
elf/
oth
ers
3.In
crea
se u
nd
erst
and
ing
of
par
t-w
ho
le r
elat
ion
ship
s4.
Incr
ease
in
fere
nci
ng
sk
ills
Fle
xib
le
Th
ink
ing
Acc
epti
ng
ch
ang
e, a
dap
tin
g t
o t
he
env
iro
nm
ent,
an
d b
ein
g
resp
on
siv
e to
ch
ang
es i
n r
ou
tin
e an
d a
lter
nat
ive
ou
tco
mes
Ori
enta
tio
n t
o
per
son
/p
lace
/ti
me
1.In
crea
se u
nd
erst
and
ing
of
pro
no
un
s, s
pat
ial
rela
tio
nsh
ips,
an
d t
ime
con
cep
ts (
rece
pti
ve
lan
gu
age
skil
ls)
2.In
crea
se u
nd
erst
and
ing
& u
se o
f w
h?
qu
esti
on
s3.
Incr
ease
seq
uen
cin
g s
kil
ls (
wil
l al
so h
elp
wit
h t
ran
siti
on
ing
)
Po
siti
ve S
elf
Est
eem
Hav
ing
a “
can
do
” at
titu
de
bas
ed
up
on
hav
ing
exp
erie
nce
d
rep
eate
d s
ucc
esse
s th
at s
tart
ou
t sm
all
and
co
ncr
ete
and
bec
om
es
less
tan
gib
le o
ver
tim
e....
form
ing
th
e b
asis
fo
r ac
cep
tin
g
resp
on
sib
ilit
y f
or
on
e’s
acti
on
s,
tak
ing
ris
ks,
an
d b
ein
g r
esil
ien
t (n
ot
con
tin
gen
t o
n v
erb
al p
rais
e)
Exp
ress
ing
Fee
lin
gs
1.In
crea
se a
bil
ity
to
exp
ress
fee
lin
gs
mo
re a
ge
app
rop
riat
ely
2.In
crea
se v
erb
al r
ejec
tio
n s
kil
ls3.
Incr
ease
ab
ilit
y t
o v
erb
ally
sel
f m
on
ito
r an
d s
elf
eval
uat
e p
erfo
rman
ce
4. I
ncr
ease
un
der
stan
din
g a
nd
use
of
hu
mo
r (p
hy
sica
l an
d l
ing
uis
tic)
5.In
crea
se f
acia
l af
fect
th
rou
gh
im
itat
ion
an
d o
ral-
mo
tor
exer
cise
s
Mo
tiv
ati
on
:H
avin
g s
ust
ain
ed i
nte
rest
in
ex
plo
rin
g t
he
env
iro
nm
ent,
o
ver
com
ing
in
tern
al a
nd
ext
ern
al
ob
stac
les
to w
ork
to
war
ds
go
als,
b
road
enin
g y
ou
r “h
ori
zon
s” t
o
lear
n n
ew t
hin
gs
and
dev
elo
p
new
in
tere
sts
abo
ut
the
wo
rld
ar
ou
nd
yo
u s
o t
hat
yo
u c
an
tran
siti
on
bet
wee
n b
ein
g a
“M
e”
and
a “
We”
Pro
ble
m S
olv
ing
1.In
crea
se a
bil
ity
to
pro
ble
m s
olv
e u
sin
g T
he
Fiv
e St
ep H
iera
rch
y2.
Incr
ease
ab
ilit
y t
o i
nit
iate
ver
bal
g
reet
ing
s m
ore
ag
e ap
pro
pri
atel
y3.
Incr
ease
ab
ilit
y t
o m
ain
tain
to
pic
of
con
ver
sati
on
4. I
ncr
ease
ab
ilit
y t
o a
sk q
ues
tio
ns
mo
re a
ge
app
rop
riat
ely
re:
p
roso
dy
(in
ton
atio
n)
5.In
crea
se E
xecu
tiv
e F
un
ctio
nin
g
Skil
ls (
TB
A)
Th
e S
oc
iall
y S
pe
ak
ing
™ P
rog
ram
crea
ted b
y Pen
ina R
ybak
MA/
CCC-S
LP, TS
HHSp
eech
-Lan
guag
e Pat
holog
ist &
Educ
ation
al Te
chno
logy C
onsu
ltant
Foun
der/C
EO S
ocial
ly Sp
eaki
ng LL
C
Pre-
Rea
ding
Rea
dine
ss S
kill
s H
iera
rchy
1. C
ateg
oriz
atio
n (o
bjec
t use
and
obj
ect a
ssoc
iatio
n) S
ame
Sam
e vs
. Diff
eren
t C
ateg
oriz
atio
n: In
clus
ion
(wha
t goe
s to
geth
er)
Cat
egor
izat
ion:
Exc
lusi
on (w
hich
one
doe
s no
t bel
ong)
2. S
eque
ncin
g (o
rder
of e
vent
s) C
ause
and
Effe
ct
Dir
ectio
ns (o
ne s
tep,
two
step
, mul
tiple
) P
roce
dure
(ex:
how
to m
ake
scra
mbl
ed e
ggs)
for
stor
y/na
rrat
ive
(fro
m p
ictu
res
to w
ritt
en p
arag
raph
s)
3. S
patia
l Rel
atio
nshi
ps (l
ocat
ive
actio
n an
d te
mpo
ral c
once
pts)
Par
t/w
hole
rel
atio
nshi
ps (v
erba
l use
) P
repo
sitio
ns (v
erba
l use
) Q
uant
ity (v
erba
l voc
abul
ary
such
as
empt
y/fu
ll, m
ore/
less
etc
.) 1
:1 c
orre
spon
denc
e (r
ecep
tive-
coun
ting
num
bers
) T
ime
(wee
k da
ys, s
easo
ns, h
olid
ays,
telli
ng ti
me
etc.
)
The
Soci
all
y Sp
eak
ing
™ I
nte
rven
tio
n F
orm
ula
:
1.As
sess
Beh
avio
ral R
eadi
ness
2.As
sess
Pla
y Le
vel
3.As
sess
Pre
-Lit
erac
y Le
vel
4. C
ross
-Ref
eren
ce D
ata
5. D
eter
min
e St
arti
ng P
oint
s fo
r Re
med
iati
on &
Doc
umen
t Go
als
(Use
th
e So
cial
ly S
peak
ing™
Man
agem
ent
Plan
)
© 2
016
Soci
ally
Spe
akin
g LL
C, A
ll R
ight
s R
eser
ved
© Penina Pearl Rybak MA/CCC-SLP, Speech-Language Pathologist
26 6161