Social and Cognitive Communication – Flashcards
Flashcard maker : Lesly Nixon
An interactive exchange between two or more people to convey needs, feelings, and ideas
Communication
A formal symbol system that has structural qualities – specifically, phonology, morphology, semantics, syntax, and pragmatics.
Language
Message conveyed to express feelings about self or others
Social-Emotional Communication
Social rules for using functional spoken language in a meaningful context or conversation.
Pragmatics
Interactive exchange between two or more people; requires that all partners take into account context and listeners’ perspectives
Conversation
What is social cognition?
How people think about themselves and the social world.
The mental action or process of acquiring knowledge and understanding through thought, experience, and the senses
Cognition
An impairment of pragmatics diagnosed based on difficulty in the social uses of verbal and nonverbal communication in naturalistic contexts
Social Communication Disorder
What are some challenges that may result when an individual has impairments in social communication?
Social communication challenges can result in difficulties with shared enjoyment, social reciprocity in verbal and nonverbal interactions, play, peer interactions, comprehension of others’ intentions, emotional regulation, spoken and written narratives, and literacy skills.
A social communication disorder may be a distinct diagnosis or may occur within the context of other conditions. Please provide examples of some of these other conditions or disorders that may involve social communication impairments.
Autism spectrum disorder (ASD), specific language impairment (SLI), learning disabilities (LD), language learning disabilities (LLD), intellectual disabilities (ID), developmental disabilities (DD), attention deficit hyperactivity disorder (ADHD), and traumatic brain injury (TBI). Other conditions (e.g., psychological/emotional disorders and hearing loss) may also impact social communication skills.
What is Speech-language pathologists (SLPs) role in regards to the area of social communication disorders?
SLPs play a central role in the screening, assessment, diagnosis, and treatment of social communication disorders. The professional roles and activities in speech-language pathology include clinical/educational services (diagnosis, assessment, planning, and treatment), advocacy, education, administration, and research.
What are some social communication skills that typically developing children will display before the emergence of language?
Typically developing children are able to initiate social contact, direct eye gaze, observe others, maintain reciprocal interaction through vocal or object play, engage in joint attention, turn-taking, and imitation of simple actions or vocalizations.
In early emerging language, a child uses signals to draw attention to oneself for affiliative purposes, such as greeting, calling, requesting, social routine, and requesting comfort
Social Interaction
Interactive exchange between two or more people using physical proximity, gestures, facial expressions, eye gaze, or vocalizations
Nonverbal Social Interaction
Hand and head movements, used to signal to someone else, such as a give, reach, wave, point, or head shake. They are nonverbal behaviors used to convey or exchange information or express emotions without the use of words.
Gestures
Looking at the face of others to check and see what they are looking at and to signal interest in interacting. It is a nonverbal behavior used to convey or exchange information or express emotions without the use of words.
Eye Gaze
Shifting gaze between an object of interest and another person and back to the object
3-Point Gaze
The ability to coordinate one’s attention with that of a partner in reference to an event or object. A social-communicative behavior used to share a focus of interest with others; the use of eye gaze, gestures, and/or initiate and maintain shared interest.
Joint Attention/Shared Attention
Describe joint attention/shared attention in the early stages of life and why it is an important early emerging social communicative skill.
In early stages of life, joint attention first accomplished by the caregiver looking at what the infant is looking at. Infants learn early to seek this area of social communication by spontaneously by shifting gaze between an object of interest and another person and back to the object (also called 3-point gaze), following the gaze or point of others, and using gestures to draw others’ attention to objects (e.g. holding out and showing an object or pointing to an object), either by pointing to it or by eye gaze. Ultimately, children learn to talk and use language to share enjoyment, interests, and achievements and later to share ideas and experiences.
What are the first three major expressive intentions that children use to communicate in the first year of life?
Behavioral Regulation, Social Interaction, and Joint Attention
Mutual social-communicative exchange; turn-taking interaction
Reciprocal Interaction
The back-and-forth flow of social interaction that involves partners working together on a common goal of successful interaction. Adjustments are made by both partners until success is achieved. It also explains how the behavior of one person affects the behavior of another.
Social Emotional Reciprocity
Provide examples for impairments in social reciprocity.
Not taking an active role in social games, preferring solitary activities, or using a person’s hand as a tool or a person as if they are mechanical objects. This may lead to not noticing another person’s distress or lack of interest in the focus or topic of conversation.
What types of skills are involved in social reciprocity in young children?
The skills involved in social reciprocity in very young children begin with showing interest in interacting with others and exchanging smiles.
These systems control a child’s ability to take in or “register” and respond to internal sensory input (such as thoughts and feelings, heart rate, etc.), and external stimuli (sights, sounds, tastes, smells, touch, and balance), and then adjust his emotional and behavioral response to those stimuli and the demands of his surroundings.
The Regulatory and Sensory Systems
Who developed the “Sensory Integration Theory”?
Jean Ayres, PhD, OTR
Describe/Define “sensory integration” according to Dr. Ayres.
“the organization of sensations for use. Our senses give us information about the physical conditions of our body and the environment around us…The brain must organize all of our sensations if a person is to move and learn and behave in a productive manner”
List the seven sensory systems.
1. Tactile
2. Vestibular
3. Proprioception
4. Visual
5. Auditory
6. Gustatory
7. Olfactory
2. Vestibular
3. Proprioception
4. Visual
5. Auditory
6. Gustatory
7. Olfactory
A term coined by occupational therapist, Patricia Wilbarger, which is a carefully designed, personalized activity plan that provides the sensory input a person needs to stay focused and organized throughout the day. This should be customized for an individual child, but usually, the template includes what’s to be done during the morning and bedtime routines, meals, and major transitions throughout the day.
Sensory Diet
Abnormal sensitivity or over reactivity to sensory input. This is the state of feeling overwhelmed by what most people would consider common or ordinary stimuli of sound, sight, taste, touch, or smell. Individuals may be over reactive to ordinary sensory input and may exhibit sensory defensiveness which involves a strong negative response to their overload, such as screaming at the sound of a telephone. Tactile defensiveness is a specific sensory defensiveness that is a strong negative response to touch.
Hyper-responsiveness
Abnormal insensitivity or under reactivity to sensory input, in which the brain fails to register incoming stimuli appropriately so the child does not respond to the sensory stimulation. An individual who appears as if deaf, but whose hearing has tested as normal, is under reactive. A person who is under reactive to sensory input may have a high tolerance to pain, may be sensory-seeking, craving sensations, and may act aggressively, or clumsily.
Hyporesponsiveness
Defined as the ability to attribute mental states to oneself and others and to understand that others have beliefs, desires, and intentions that are different from one’s own. This allows an individual to attribute thoughts, desires, and intentions to others, to predict or explain their actions, and to postulate their intentions.
Theory of Mind
Also known as cognitive control and supervisory attentional system, this is an umbrella term for the management (regulation, control) of cognitive processes, including working memory, reasoning, task flexibility, and problem solving as well as planning and execution
Executive Function
What areas are involved in Executive Functioning?
Working Memory, Organization, Planning, Self-Regulation, Monitoring, Task Management, Inhibiting Behavior
Governs our ability to retain and manipulate distinct pieces of information over short periods of time.
Working Memory
Ability to plan, arrange, coordinate, and regulate oneself and one’s physical surroundings; the ability to remain calm, focused, and purposeful
Organization
Describes a person’s ability to notice and respond to internal and external sensory input, and then adjust his emotions and behavior to the demands of his surroundings. This includes the body’s involuntary reactions (heart rate, respiratory rate, etc.) to events or perceptions, as well as voluntary responses.
Emotional Regulation
Uses signals to regulate another person’s behavior for purpose of requesting objects or actions or protesting objects or another’s person’s behavior
Behavioral Regulation
Social-communicative behavior used to influence the responses of others; may or may not be conventional; examples: screaming or pointing
Social Regulation
Enables us to set priorities and resist impulsive actions or responses.
Self-Control
Helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.
Mental Flexibility
Provide 5 specific examples of deficits in executive function.
(Answer can include any of the following)
•Isn’t able to think about or do more than one thing at a time
•Finds it hard to figure out how to get started on a task
•Can focus on small details or the overall picture, but not both at the same time
•Has trouble figuring out how much time a task requires
•Does things either quickly and messily or slowly and incompletely
•Finds it hard to incorporate feedback into work or an activity
•Sticks with a plan, even when it’s clear that the plan isn’t working
•Remembers information better using cues, abbreviations or acronyms
•Has trouble paying attention and is easily distracted
•Loses a train of thought when interrupted
•Needs to be told the directions many times
•Has trouble making decisions
•Has a tough time switching gears from one activity to another
•Needs help processing what something feels/sounds/looks like
•Isn’t able to think about or do more than one thing at a time
•Finds it hard to figure out how to get started on a task
•Can focus on small details or the overall picture, but not both at the same time
•Has trouble figuring out how much time a task requires
•Does things either quickly and messily or slowly and incompletely
•Finds it hard to incorporate feedback into work or an activity
•Sticks with a plan, even when it’s clear that the plan isn’t working
•Remembers information better using cues, abbreviations or acronyms
•Has trouble paying attention and is easily distracted
•Loses a train of thought when interrupted
•Needs to be told the directions many times
•Has trouble making decisions
•Has a tough time switching gears from one activity to another
•Needs help processing what something feels/sounds/looks like
Ability to focus on relevant contextual and/or social information.
Attention
The ability to focus on relevant contextual and social information and to respond to others
Social Attention
The ability to understand the general meaning of information rather than focusing on each individual detail.
Central Coherence
Inability to see the “big picture” of something and focusing attention primarily on the small details shows an individual may have a deficit in what area of social cognition?
Central Coherence
Mental structures that help organize knowledge about the social world and guide the selection, interpretation, and recall of information.
Schemas
What are some of the things that schemas help us do?
Schemas help us organize information, remember certain things, fill in details when our information is incomplete, interpret ambiguous behavior, and determine what information we attend to in our world
Tendencies to interpret, seek, and create information that verifies our preexisting beliefs or schemas.
Confirmation Biases
This is a term that describes what we do when we interact with people and how we think about them. How we think about people affects how we behave, which in turn affects how others respond to us, which in turn affects our own emotions.
Social Thinking
Describe the “Social Learning Tree” developed by Michelle Garcia Winner and other social cognitive learning experts.
Answers may vary…”Consider social learning using the analogy of a tree which develops a strong root system and trunk before it can grow healthy branches and leaves. As we adults strive to develop a pathway for problem-solving the treatment needs and goals of our students, it is often observed that our social treatments typically start at the specific skill rather than by exploring strategies to teach students to better think socially which ultimately fosters social skill development. More sophisticated social learning requires one to acquire a range of social thought processes that synchronize to form the core of the social mind. Using these thought processes we then determine which social skills to use based on what we know about the person(s), the situation and most importantly, how we want them to react to us in that situation if indeed we are seeking a reaction at all.”
What areas of social cognition are involved in the “root system” of the “Social Learning Tree”?
1. Joint attention
2. Emotional sharing and reciprocity
3. Central coherence
4. Theory of mind
5. Executive functioning
6. Sensory integration
7. Cognition
8. Language
2. Emotional sharing and reciprocity
3. Central coherence
4. Theory of mind
5. Executive functioning
6. Sensory integration
7. Cognition
8. Language
Why is it important to start with the “roots” of the “Social Learning Tree” when addressing social learning?
There is the need to teach a “process” that leads to the ability to use the social skills to branch out into other social directions.
Describe the “trunk” of the “Social Learning Tree.”
The roots merge to form the trunk of the tree. The trunk represents an understanding of and ability to dynamically and synergistically apply the concepts of the root system in daily life. The developmental processes that occur at the root level stimulate our brain in such a way that we learn to interpret socially based information and participate in a range of ways in specific situations because we demonstrate an understanding of others’ thoughts, intentions, emotions which help us relate and respond to others. The ILAUGH Model of Social Thinking (Winner, 2000) summarizes these key components of social learning.
State each part of the ILAUGH Model of Social Thinking
I= Initiation of Language
L= Listening with Eyes and Brain
A=Abstract and Inferential Language/Communication
U=Understanding Perspective
G=Gestalt Processing/Getting the Big Picture
H=Humor and Human Relatedness
L= Listening with Eyes and Brain
A=Abstract and Inferential Language/Communication
U=Understanding Perspective
G=Gestalt Processing/Getting the Big Picture
H=Humor and Human Relatedness
What do the “branches” on the “Social Learning Tree” represent?
Each branch represents one aspect of the diverse range of concepts/skills that emerge from the trunk’s core conceptual development.
Provide some examples of areas that would be considered “branches” on “The Social Learning Tree”
-Reading Comprehension
-Playing/Interacting with Peers
-Written Expression
-Conversational Skills
-Working in a Group
-Playing/Interacting with Peers
-Written Expression
-Conversational Skills
-Working in a Group
What do the “leaves” on “The Social Learning Tree” represent?
The leaves represent individual strategies or skills needed in executing the branches.
Provide some examples of skills that would be considered “leaves” on “The Social Learning Tree”
-Definable concepts and skills we use to engage
-Turn taking
-Allowing a person to choose a game
-Coping with rule changes
-Determining if the group welcomes you
-Using language that keeps others to have good thoughts about you and to avoid rejection or taunting
-Turn taking
-Allowing a person to choose a game
-Coping with rule changes
-Determining if the group welcomes you
-Using language that keeps others to have good thoughts about you and to avoid rejection or taunting
Why is it important to start with the “root system” of “The Social Learning Tree” rather than the “leaves” when writing goals for intervention?
An individual needs to acquire a range of social thought processes that synchronize to form the core of the social mind. Using these thought processes we then can determine which social skills to use based on what we know about the person, the setting and how we want them to react to us in the situation.
Describe the components of typical social learning.
-Learning happens as a matter of cognitive, social and emotional development
-Social Learning helps us bond
-Paves the way for language development, more advanced relationships, and understanding abstract social concepts
-Social learning evolves naturally
-Social development serves as the engine for subtle but persistent social emotional development
-Social Learning helps us bond
-Paves the way for language development, more advanced relationships, and understanding abstract social concepts
-Social learning evolves naturally
-Social development serves as the engine for subtle but persistent social emotional development
The purpose or reason to communicate
Communicative Function
Convey a spontaneous message after a pause in the interaction
Communication Initiation
Message conveyed for the purpose of obtaining new information or clarification
Request for Information
Any verbal or motor acts done to meets the needs of others; examples: sharing a toy or food, giving a compliment
Prosocial Skill
End of conversation to complete a communication exchange
Terminate Conversation
An observable action; responses to internal states or external events; expressions of knowledge and feelings
Behavior
Self-generated behavior that occurs in the absence of discrete prompts or cues
Spontaneous Behavior
A limited range of interests that are intense in focus. This may also be referred to as stereotyped or circumscribed patterns of interests because of the rigidity and narrowness of these interests.
Restricted Patterns of Interest
Restricted, repetitive and stereotypic patterns of behaviors that include but are not limited to motor mannerisms, object use, language use, and adherence to nonfunctional routines
Ritualistic Behavior
Restricted, repetitive, and stereotypic patterns of play behavior
Ritualistic Play
Persistent repetition of an action that is inconsistent with the context; using body or object to perform an act repeatedly. These are stereotyped or repetitive movements or posturing of the body. They include mannerisms of the hands (such as handflapping, finger twisting or flicking, rubbing, or wringing hands), body (such as rocking, swaying, or pacing), and odd posturing (such as posturing of the fingers, hands, or arms). Sometimes they involve objects such as tossing string in the air or twisting pieces of lint. These mannerisms may appear not to have any meaning or function, although they may have significance for the individual, such as providing sensory stimulation, communicating to avoid demands, or request a desired object or attention, or soothing when wary or anxious. .
Self-stimulatory Behavior or “Stimming”
Persistent repetition of spontaneous and echoed message; may serve communicative or non communicative functions
Perseverative Speech
Excessive and persistent repetition of motor actions or verbalizations during play; examples: lining up miniature figurines in a row repeatedly, acting out a few lines from a movie repeatedly
Perseverative Play
Exact repetition of speech
Echolalia
Exact repetition of speed that is produced immediately after heard; may serve a variety of communicative and non-communicative functions
Immediate Echolalia
Exact or partial repetition of speech that is produced at a significantly later time after originally head; may serve a variety of communicative and non communicative functions; may or may not be contextually relevant
Delayed Echolalia
Refers to language with private meanings or meaning that only makes sense to those familiar with the situation where the phrase originated.
Idiosyncratic Language
Fixed sequence of familiar steps (verbal or nonverbal) that a child says or does; may or may not be meaningfully linked to the context
Routine Script
Joint participation with others; varies in complexity from parallel to cooperative and in terms of expectations to share, take turns, and interact
Group Activity
Presence of a skill in five or more settings and with and least one adult and one peer
Generalization
What changes have occurred in the DSM IV versus DSM V criteria for diagnosis of Autism Spectrum Disorders (ASD)?
The specific diagnoses of Autism, Asperger’s Syndrome, Pervasive Developmental Delay (PDD-NOS), Rett’s Disorder, Childhood Disintegrative Disorder are no longer included in DSM V. The diagnosis is currently referred to as Autism Spectrum Disorder (ASD) which encompasses one spectrum defined by 3 levels. There was also a change from exploring behaviors across 3 domains to 2 domains.
What two domains are involved in the DSM V criteria for ASD?
Social Communication and Restricted Interests/Repetitive Behaviors
Summarize a “Level 1” severity of ASD according to the DSM V.
Level 1
-‘Requiring support’
-‘Requiring support’
Social Communication
-Without supports in place, deficits in social communication cause noticeable impairments. Has difficulty initiating social interactions and demonstrates clear examples of atypical or unsuccessful responses to social overtures of others. May appear to have decreased interest in social interactions.
Restrictive Behaviors & Repetitive Interests
-Rituals and repetitive behaviors (RRB’s) cause significant interference with functioning in one or more contexts.
Summarize a “Level 2” severity of ASD according to the DSM V.
Level 2
-‘Requiring substantial support’
-‘Requiring substantial support’
Social Communication
-Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions and reduced or abnormal response to social overtures from others.
Restricted Interests & Repetitive Behaviors
-RRBs and/or preoccupations or fixated interests appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts. Distress or frustration is apparent when RRB’s are interrupted; difficult to redirect from fixated interest.
Summarize a “Level 3” severity of ASD according to the DSM V.
Level 3
-‘Requiring very substantial support’
-‘Requiring very substantial support’
SOCIAL COMMUNICATION:
-Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning; very limited initiation of social interactions and minimal response to social overtures from others.
RESTRICTED INTERESTS & REPETITIVE BEHAVIORS
-Preoccupations, fixated rituals and/or repetitive behaviors markedly interfere with functioning in all spheres. Marked distress when rituals or routines are interrupted; very difficult to redirect from fixated interest or returns to it quickly.
