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Languagecommunication Assessment
Language/communication Assessment
The Social Responsive Scale (SRS) refers to an assessment tool for measuring the continuum of autism symptom severity. It was originally conceived of as a language assessment for children and adults with autism or Asperger Syndrome, but the tool has now been adapted for various other purposes. In social groups, people communicate using tone of voice and body language to convey messages. The Social Responsive Scale (SRS) is a standardized test that assesses interpersonal communication skills in individuals with autism spectrum disorders (ASD) (Chan et al., 2017). The scale provides quantitative information about functional impairments in areas such as verbal communication and play skills. The scale is used by parents, psychologists, teachers, occupational therapists and others to track behavior throughout different stages of life.
The SRS has had numerous evaluations done on its efficacy in different settings. The SRS has become an extremely popular tool in the field of autism research and therapy. Its uses include: diagnosis and identification of ASD; measuring social skills; assessing the severity and functional level of autism; determining the best environment for a child with AS or ASD; and providing a standardized measure of progress in intervention. The SRS was also used as a tool to assess Asperger Syndrome in children with no history of autism. The results indicated an 87% average reduction in social communication problems following treatment. Furthermore, follow-up assessment at 26 months showed that the children’s scores on the SRS had risen to the same levels found for typically developing children (Chan et al., 2017).
In recent times, the SRS has been used as part of a new diagnostic criteria for ASD called the DSM-V. The SRS has also been adapted for use with adults with ASD; this measure is referred to as the Adult-SRS. The original Social Responsiveness Scale, or SRS, is a parent interview composed of two parts: an observation scale and an interview scale. The observation scale requires parents to report on their child’s social skills by means of specific questions pertaining to different settings. The second part consists of open-ended questions that pertain to specific behaviors that parents notice in their child’s everyday interactions with siblings and peers as well as adults.
The main pros of The Social Responsiveness Scale (SRS) are that it is a well-organized assessment, and it is easy to use. A possible disadvantage of this assessment is that it does not measure self-awareness, and it does not assess what a person is like in their natural environment. Another disadvantage is that it assumes that the assessment will be administered in one sitting, which may not be ideal for some students. Though this may seem like a minor issue, there are other issues that I would consider as drawbacks such as availability of software/hardware needed to administer the assessment (which is provided), and ease of retreatment if an individual subject’s score falls outside of the clinical range. The Social Responsiveness Scale (SRS) can potentially be used in the classroom setting to provide an objective analysis of student progress over time and help pinpoint areas where improvement can be made.
Evidence-Based Practice
Social Communication Emotional Regulation Transactional Supports (SCERTS) refers to an evidence-based practice that is designed to promote social communication, emotional regulation, and transactional supports for mental health clients. Social communication skills are essential to the success of people with mental illness and the success of those in their support network. The purpose of this practice is to increase these skills in order to allow the individual to participate more fully in life and at work (Rubin et al., 2013).
The (SCERTS) model aims at improving social communication between the child with Autism Spectrum Disorder (ASD) and the parent, therapist, or other caregiver and to support the child’s emotional regulation. The SCERTS model is a part of evidence-based practice. Evidence-based practice (EBP) is about taking appropriate and necessary steps based on research results on how to treat a problem or improve services for individuals with ASD (Rubin et al., 2013).
This model is a multidisciplinary, educational, comprehensive approach that intends to maximize long-term positive outcomes for people with ASD and their families while effectively embracing a wide-range of more focused evidence-based interventions. SCERTS is a set of interventions geared toward increasing emotional self-regulation in children with ASD and their families.
To meet the goals of SCERTS, various components are incorporated. It is important to keep in mind that this model suits a particular target audience. Specifically, it is for individuals with ASD who experience difficulties with emotional self-regulation. There are no special characteristics regarding the autism spectrum disorders that would prevent this model from being applied to other individuals on the autism spectrum. This model has been used successfully by professionals in several aspects of intervention and they have reported some positive results on both children and their family members. All of these outcomes stem from the individual’s ability to regulate their emotions, which stems from the interaction of interventions.
The main pros of Social Communication Emotional Regulation Transactional Supports (SCERTS) include:
– It is a good way to address the needs of individuals with emotional and behavioral challenges
– It can be used to build trusting relationships with students, parents, or staff members
– As it’s a social process the student will not have to do all work alone and would have a chance for peer assistance.
The main cons of SCERTS are that it is not always effective because students sometimes feel they are being talked down to, there isn’t always reinforcement when a student does what they are asked, and some students don’t want to disclose their personal information. Although this method may not be for everyone some schools choose it for various reasons.
I can use this intervention in my classroom to help students that need help managing their emotional state and there are times when they cannot do it on their own. This may be a good intervention method to use because SCERTS is a social process which would allow peer assistance.
References
Chan, W., Smith, L. E., Hong, J., Greenberg, J. S., & Mailick, M. R. (2017). Validating the social responsiveness scale for adults with autism. Autism Research, 10(10), 1663-1671.
Rubin, E., Prizant, B. M., Laurent, A. C., & Wetherby, A. M. (2013). Social communication, emotional regulation, and transactional support (SCERTS). In Interventions for autism spectrum disorders (pp. 107-127). Springer, New York, NY.
LANGUAGE COMPREHENSION OF TYPICAL & AUTISTIC CHILDREN
LANGUAGE COMPREHENSION OF TYPICAL & AUTISTIC CHILDREN
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Language Comprehension of Typical Children and Children with Autism
The development of speech from the time children are very young to when they can speak or communicate in a certain language fluently is a process. This has been determined through the research referred to as the Longitudinal Study of Early Language (LSEL). This research has looked deeply into the nature of the children having different learning rates in a certain language, the children’s process of learning the languages they are exposed to. One of the major observations is that one of the ways the children learn new languages is through adults’ observation. Therefore, they can imitate how to refer to certain objects and items, thus knowing what is meant by different things in that particular social setting. Apart from the initial event of not knowing a certain language, the research also focuses on the impact of a caregiver on the children and how they contribute to their vocabulary and learning of a certain language.
The research includes children who have ASD (Autism spectrum disorder) and those who are also developing in their different languages, which they are being taught, and learning. The research involved the researchers giving visits to the different children who are undergoing this type of language learning and those who are also suffering from ASD. Therefore, when the researchers visited the different parents and caregivers for the children, they were able to determine the effects of ASD on learning different aspects and parts of the language. The visits were six, and therefore through this, the researchers learned a lot about language development in children. These visits also recorded 30 minutes caregiver-interactive sessions with the children. Therefore, from this, the researchers could understand how the different children comprehended the different aspects of language learning.
Even though these diseases and conditions like ASD affect the children, it is still essential to note that these issues do not affect how the children learn the languages presented to them when they are young. However, when the children are exposed to different languages, they learn faster or slower depending on how the simplicity or complexity of the different languages. This kind of language learning was mainly the SVO- subject-verb order of language learning. The children observed that what the parents looked into as they talked about was what was meant by the adults, and therefore it is through this that the children were able to relate easily to the meanings of different words.
The LSEL mainly discussed 6 IPL tasks: syntactic bootstrapping, wh-questions, shape bias, noun-naming bias, and aspect. Longitudinal relationships between the language, which is general, and IPL behaviors were observed along the LSEL. On the shape bias, the children were found to distinguish the very many words and how they are represented physically through the different objects.
Therefore LSEL indicated a great success in language understanding when the child is young to the time they can comprehend the language fully. The research also indicated that social differences and early exposure to language determined how a child can gain knowledge about that specific language and how this affects their language gain later in life and how this is an essential part of the lives of these young people. It also follows that the different visits performed also indicated that the first times the children had not fully developed in the language, however towards the last visits, which are towards the sixth visit, the children were able to learn about the language and thus improve in their understanding of their language.
In conclusion, therefore, we learn that children with ASD, even though generally thought to have a different understanding level of language which they are exposed to, unlike the normal children, this is not explicitly correct.Reference
Naigles, L. R. (2020). It Takes All Kinds (of Information) to Learn a Language: Investigating the Language Comprehension of Typical Children and Children With Autism. Current Directions in Psychological Science, 0963721420969404.
Language and Communication Evidenced Based Practice
Language and Communication Evidenced Based Practice
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Social Language Development Test
The Social Language Development Test is a test that is meant to measure one’s language-based skills of interaction with friends and social interpretation skills. These skills are known to be the best predictors of social language. The Social Language Development Test helps teachers gain insight on the competency of their students when it comes to language tests as well as their social understanding. While most children do well on traditional language tests, their social language skill might be inadequate. This test has the ability to substantiate the influence that a language disorder has on social disorders and determine whether they should be placed in therapy or not. The tasks incorporated in this test tend to reflect the development of social language expression and comprehension. The Social Language Development Test has numerous subtests that entail verbal expressions, question-answering tasks, verbal explanations, and interpretations of photographed scenes (Moon, Cho, Lim, Roh, Koh, Kim, & Nam, 2019). Subtest A is all about making inferences as the pupil is expected to infer what another person is thinking. In subset B, interpersonal negotiations take place where the pupil pretends to be having a conflict with peers and they must identify the problem and propose a solution. Subtest C is about multiple interpretations where the pupil demonstrates flexible thinking. In Subtest D, student supports their peers by pretending to be in similar situations as them. Validity of the subtests is established using the construct of group validity. Reliability, on the other hand, is established through test-retest, inter-rater reliability and reliability, which is based on the homogeneity of each item. Without a doubt, I would use the social language development test as an assessment method in the classroom. I would find it helpful especially since it can give me a hint about my students’ abilities. It will help me learn my students better and this way I can help them meet their needs.
Speech Generated Devices
Speech-generated devices are tablet-like devices that make it possible for people that can con longer speak to communicate their thoughts using electronic voice generation. Speech-generated devices are uniquely programmed and highly personalized to perform their functions, and without them, most people would be isolated and tapped into a body without the ability to communicate. The devices tend to be hand-held, and users use them by pressing keys or buttons. Some devices even read words out loud as a person types on a keyboard. Speech-generating devices are common for people that do have a difficult time pronouncing words owing to a physical disability like acquired brain injury or cerebral palsy (He, Sainath, Prabhavalkar, McGraw, Alvarez, Zhao, & Gruenstein, 2019). Autistic children also use speech-generating devices to develop their language and speech. Undoubtedly, speech-generating devices are of help to autistic children. Research has demonstrated that autistic children tend to prefer speech-generating devices to other argumentative and alternative communication devices. Worth noting, that speech-generating devices cannot prevent children from speaking if they cannot speak. Additional and large-scale research is required to figure out the system that best suits children and the best way that children can put to use speech-generating devices. Parents that choose to buy their children speech-generated devices should be involved in the use of the device with the child. Parents should also ensure that every person in the child’s environment is conversant with the device. I would use speech-generating devices in the classroom as it would help children with communication issues to improve them. Additionally, the speech-generating device is the perfect teaching intervention for children that have autism as well as learning disabilities. It is an easier way to help students communicate better and improve their pronunciation capacities.
References
He, Y., Sainath, T. N., Prabhavalkar, R., McGraw, I., Alvarez, R., Zhao, D. & Gruenstein, A. (2019). Streaming end-to-end speech recognition for mobile devices. In ICASSP 2019-2019 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP) (pp. 6381-6385). IEEE.
Moon, J. H., Cho, S. Y., Lim, S. M., Roh, J. H., Koh, M. S., Kim, Y. J., & Nam, E. (2019). Smart device usage in early childhood is differentially associated with fine motor and language development. Acta Paediatrica, 108(5), 903-910.