Pragmatic Interventions - TCSS Exceptional Education



Pragmatic Interventions

|Tier 1 Interventions: |Tier 2 Interventions: |Tier 3 Interventions: |

|SLP provides materials to teacher about what is a “pragmatic |Screenings/checklists completed addressing pragmatic/social skills (Social |Highly structured activities or programs (i.e. “Room 14” or |

|disorder” |Skills Rating System published by AGS, etc) |“Room 28” published by LinguiSystems, social skills activity |

|The SLP may provide materials for the teacher to explicitly teach |Social problem solving explicitly taught to student in a smaller group with |books by Darlene Mannix, etc.) |

|social problem solving skills during a whole class or functional |an increase in frequency of monitoring, and assessment of performance within |Institute a “buddy system” so that the classmate can look out |

|grouping activity- such as alternative thinking, mean-end |modeling, rehearsing, coaching, self-instruction, and observation with peers.|for the other child and attempt to include the child with |

|thinking, active listening, etc. |Behavior modification techniques (such as reinforcement techniques such as |difficulties in social activities. |

|Teacher begins informal tracking of behavior |praise, token reinforcement systems, behavior contracting, modifying the |For children with preservation on a single topic, give a |

|Teacher utilizes preventative classroom management-rules are |antecedents, etc.) |specific time for the person to ask questions or discuss the |

|clearly posted, social praise, effective teaching practices are |Self-control strategies: Anger control training, moral discussions, modeling |topic of interest after other assignments or social interaction|

|evident, providing a predictable environment. |behavior after role models. |occurs. |

|Moral education-whole class moral discussions of real-life |SLP can work with students within the classroom to develop appropriate social|Develop a non-verbal signal for the child to know that this is |

|dilemmas, hypothetical situations, and literature |skill/interaction. |a situation in which they will need to monitor their own |

|Address “bullying” or “teasing” accordingly by obtaining |“Incorporating Social Goals in the Classroom: A Guide for Teachers and |interaction/behavior or to use a specific strategy taught to |

|information regarding a bullying prevention (i.e. |Parents of Children With High-Functioning Autism and Asperger Syndrome” by |them. |

|) |Rebecca A. Moyes and Susan J. Moreno | |

Interventions were taken from the following sources:

“Understanding the Student with Asperger Syndrome: Guidelines for Teachers” by Karen Williams, 1995, FOCUS ON AUTISTIC BEHAVIOR, Vol. 10, No. 2, Copyright, June 1995 by PRO-ED, Inc. (also available online at Online Asperger Syndrome Information & Support (O.A.S.I.S.) )

Mather, N. & Goldstein, S. (2001). Learning Disabilities and Challenging Behaviors: A guide to intervention and classroom management. Baltimore, MD: Paul H. Brookes Publishing Company.

Roth, F. & Worthington, C. (2001). Treatment Resource Manual for Speech-Language Pathology (2nd ed.). Canada: Singular Publishing

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