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SIG 1 Perspectives Vol. 21, No 2, March 2014

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SIG 1 Perspectives Vol. 21, No 2, March 2014

Children with language disorders and/or social pragmatic disorders frequently have concomitant difficulties with executive control. This issue of Perspectives addresses some of the key academic and social challenges that children with executive function disorders face and provides a number of intervention strategies to support executive function development.

Learning Outcomes
You will be able to:

  • explain the relationship between language and executive functions, in particular how self-talk is used as a linguistic tool for behavioral control
  • describe stages of executive function development, methods of assessment, and strategies for intervention in preschool children
  • develop a treatment intervention using the GDD model to improve executive function skills
  • describe at least three social pragmatic skills that require social executive functioning, as well as two intervention strategies for addressing these issues

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Continuing Education

: 0.2 PDHs: 2.0
: 4/9/2014 to 3/18/2017
: Intermediate

Product Information

Item #(s): WEBS0120102
Client Age: Children
Format(s): SIG Perspectives and Exam
Language: English
Author: A Collaborative Project of ASHA Professional Development and SIG 1, Language Learning and Education

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