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Social Language Skills for All Students

presented by Perry Flynn, MEd, CCC-SLP

Accrediting Body:

Target Audience:

Disclosure Statement:

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.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:

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.

Meet Your Instructor

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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Chapters & Learning Objectives

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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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