SEPragmaticApproachSocialLangGroupTherapy1hrWVATC

Attendees will learn about social language group therapy, which is a structured, small-group intervention designed to help individuals — often children or teens — develop and practice the language and social skills needed for everyday communication and relationships. It combines direct instruction, role-play, and peer interaction in a supportive environment. Such interactions can be more challenging when participants have ASD related communication difficulties. In this face-to-face training, attendees will gain an understanding of what social language group therapy is and how it can be used to effect positive outcomes for individuals with autism. 

1.3 Encourages children's development of social and emotional skills 
1.3 g. Provides opportunities for children to help, to make choices, and to do things for themselves
1.3 m. Encourages children to value and appreciate each other’s strengths
1.3 o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict
1.3 p. Encourages cooperative work or play
1.4 Helps children achieve self-regulation and develop coping skills
1.4 e. Creates an environment and provides strategies that help children: Manage strong emotions and calm themselves, Focus their attention to remain actively engaged with activities and materials, Read the signals of the environment to learn how to respond appropriately, Cope with fear, anger, and frustration, Use language to share their needs, Consider the needs of others, Use problem-solving and conflict resolution strategies
1.8 Promotes emergent literacy including speaking, listening, reading, and writing through play and interaction with children
1.8 d. Promotes an environment where children are encouraged to listen and communicate with others 
2.3 Provides families with opportunities to learn and develop skills to help children achieve desired outcomes within the program, at home, and in the community
2.3 b. Empowers families to find ways to support their children as they develop (i.e., planning, goal setting) 
2.3 g. Implements strength-based, family-centered practices that engage families in meaningful decision-making opportunities 
2.3 h. Uses coaching or consultation strategies with parents and other primary caregivers to teach intentionally designed instruction and to promote positive adult-child interactions 
4.1 Develops and models genuine, supportive relationships 
4.1 c. Shows genuine interest in children’s experiences, ideas, and work 
4.1 e.  Creates opportunities for children of different races, cultures, languages, abilities, and genders to work and play together 
4.3 Works to effectively promote social and emotional development and prevent challenging behaviors
4.3 f. Models positive social interactions, such as friendship skills, empathy, and respect 
4.3 i. Supports children in communicating their thoughts and emotions with peers and adults in ways that help them feel competent
4.3 j. Teaches children effective and socially appropriate ways to meet their wants and needs 

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