ASHA Learning Pass

The lived experiences of neurodivergent adolescents and adults reveal that changes are needed in how SLPs approach social communication assessment and intervention. Client-centered protocols for assessing social communication must address two goals: the needs of the student, and the perspectives and behaviors of the student’s peers that support or hinder social interactions. This session presents strategies and tools for addressing both goals.

This course is a recorded session from the 2022/2023 online conference “Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making.”

Learning Outcomes
You will be able to:

• Describe the peer interaction experiences and views of social communication intervention reported by neurodivergent adolescents and adults
• Use the evidence base to select appropriate tools for social communication assessment and intervention planning
• Implement strategies for collecting data about a student’s peer interaction opportunities and barriers
• List resources for teaching all students about neurodiversity

Geralyn R. Timler, PhD, CCC-SLP, is a Professor and Director of the Social Communication and Language Evaluation (SCALE) lab in the Department of Communication Sciences and Disorders at James Madison University in Harrisonburg, Virginia.

Financial Disclosures:

• Salary from James Madison University
• Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

• None

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by April 11, 2028.

Program History and CE Information

Online conference dates: October 12–24, 2022, February 1-13, 2023
End date: April 11, 2028