presented by Perry Flynn, MEd, CCC-SLP
Financial
Lissa Power-deFur and Perry Flynn receive compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Nonfinancial
Perry Flynn works at the North Carolina Department of Public Instruction and is a member of ASHA’s Board of Directors.
Lissa Power-deFur has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Many SLPs struggle to teach social language/pragmatic skills for a variety of students, some of whom meet special education eligibility requirements. This course highlights social language skills from an educationally relevant / school curriculum perspective and discusses the SLP's role with all students in regular and special education. Many social language functions are described, and several case studies are presented. Participants will identify inappropriate social language and prioritize goals and service delivery models for the case studies provided.
Perry Flynn, MEd, CCC-SLP
Perry Flynn is Vice-President for Planning for the American Speech-Language-Hearing Association. He is the Consultant to the North Carolina Department of Public Instruction in the area of Speech-Language Pathology and a Professor in the Department of Communication Sciences and Disorders at the University of North Carolina at Greensboro. He has several publications in the ASHA…
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1. At-Risk Populations: Curriculum and the Education Standards
This chapter discusses the populations who are likely to experience deficits in social language. It continues on to highlight the social language/pragmatic skills found in the current educational standards used by most states through the lens of the SLP.
2. IEP Goals: Skills to Target From the Educational Standards
This chapter provides ideas on writing goals that come from the educational standards to help students not only master the standards, but to also function socially. Goals will be related to case studies.
3. Service Delivery Models
A variety of service delivery models will be explored for both regular and special education students. Pros and cons of each and potential collaborative partners will be discussed.
4. Discussion
This chapter is a discussion with Kate and Lissa, who are speech-language pathologists.
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