A common condition among professionals working with students with social learning needs is that caseloads are growing. It seems we’re always juggling a diverse level of treatment and educational needs. Being a ‘boots on the ground’ therapist often means we are switching between multiple types of intervention & instruction within our work week. Often the idea of expanding our practice to provide more depth and breadth in our treatment of social communication disorders can seem overwhelming.

Additionally, many of our professional education and training programs did not provide a focus on social cognitive interventions. But don’t fear! Adding a more robust social communication program to your treatment day is possible.

By becoming more aware of a growing bank of resources, analyzing your overall caseload, and using strategies to restructure your social groups you can be more effective in treating the social pragmatic needs of our students.

Learning Outcomes:
1. Participants will be able to identify foundational principles of social learning weaknesses and how this informs a therapeutic approach.
2. Participants will be able to associate various instructional resources with the specific social learning needs of students or clients.
3. Participants will be able to list key strategies for arranging students in specific social learning and instructional groups.
4. Participants will be able to identify common workplace barriers to successful implementation of social communication intervention.