Director, Educational Outreach Communication Crossroads, Inc.
Financial Disclosures: Financial compensation from ASHA for this presentation; salary and ownership interest in Communication Crossroads, Inc, an Educational Outreach private practice; royalties from Paul H. Brookes Publishing Co. for authorship of the SCERTS Model Manuals Nonfinancial Disclosures: None
Description:
When autistic children become “captivated by the social world,” their rate of initiating nonverbal, pre-symbolic forms of communication becomes the foundation for symbolic language development. This session reviews the neuroscience and evidence-based practices that are essential considerations for creating learning environments that enhance active engagement for pre-symbolic autistic children. The session identifies high-priority objectives in social communication, emotional regulation, and creating learning environments for neurodiverse learners that promote active engagement.
Learning Outcomes:
You will be able to:
List strategies that modify learning environments to enhance active engagement for pre-symbolic autistic children
Identify high-priority objectives in both social communication and emotional regulation for pre-symbolic autistic children that are foundations for developing symbolic language
Explain to multidisciplinary school-based team members the research in neurodevelopment that justifies a focus on nonverbal, pre-symbolic communication for autistic children who are not yet talking or using symbolic language
