Financial Disclosures: Full-time employee of the University of Arizona Nonfinancial Disclosures: None
Description:
Self-directed speech, or self-talk, can support preschool and school-age children’s executive functioning, but this type of non-social speech is often delayed in children with communication disorders. This session explores the link between self-directed speech and executive functioning and describes strategies SLPs can use to facilitate the use of self-directed speech during intervention to support executive functioning and reduce challenging behaviors.
Learning Outcomes:
You will be able to:
List child behaviors that may be linked to executive functioning and make service delivery challenging
Describe a specific task or scenario in intervention in which self-directed speech could help improve a child’s executive functioning
List three ways that an SLP could support a child’s use of self-directed speech in the scenario you identified
