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Supporting Students' Inference Generation

presented by Kimberly Murza, PhD, CCC-SLP

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Disclosure Statement:

Financial: Kim Murza receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

 Non-Financial:  Kim Murza 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:

Inference generation in reading and social contexts is critical for college and career success. However, many of the students speech-language pathologists serve have difficulty with the high-level skill of inference generation in reading. Students with pragmatic language deficits often struggle with generating inferences about the underlying meaning of a conversational exchange. Similar cognitive processes are used to generate inferences socially and in text which is why many students on our caseload struggle with both. These courses will provide speech-language pathologists with foundational knowledge about inference generation they need along with the evidence-based tools for targeting inference generation to best support the students they serve.

Meet Your Instructor

Kimberly Murza, PhD, CCC-SLP

Kim Murza, Ph.D., CCC-SLP, received her doctorate in Education: Communication Sciences and Disorders from the University of Central Florida, where she specialized in language and literacy with a focus on autism spectrum disorder. She is currently an assistant professor in the department of Audiology and Speech-Language Sciences at the University of Northern Colorado teaching undergraduate…

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Chapters & Learning Objectives

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1. Big Ideas of Pragmatic Language Competence

This section of the course is designed to discuss the big ideas of pragmatic language competence which includes social inference. The concept of backward design will provide a framework for considering engagement and independence as long term goals. Participants will also be introduced to a graphic organizer which depicts pragmatic language competence and will support their work to address all aspects of social inference in their assessment and intervention. Participants will learn about three foundations for communicative engagement: joint attention, theory of mind, and emotional regulation.

2. The Social Demands of School and the Workplace

This section of the course examines the social demands of school and the workplace. Participants will explore specific Common Core State Standards related to social inference and the attributes employers look for that are aligned with a social competence focus.

3. Social Inference Assessment Considerations

In this chapter, the presenter will describe assessment considerations related specifically to social inference generation. The difference between metapragmatics and pragmatic performance will be described and a variety of assessment tools appropriate across the age span will be presented.

4. Social Inference Intervention Considerations

In this chapter, the presenter will describe evidence-based intervention considerations for social inference specifically. Participants will learn about interventions that address a key foundation for social inference; joint attention. They will also learn about the Social Communication Intervention Program (Murza & Nye, 2013) and the research supporting its use.

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