With modifications that are geared to the age of the group and the children's individual needs, the following is a list of general targets for improvement:

  • Use of and response to greetings.
  • Eye contact and body position; understanding of physical proximity, awareness and respect for personal space.
  • Shared attention, turn-taking (reciprocity), and verbal engagement while playing.
  • Symbolic and imaginative play schemes.
  • Turn-taking in formal group participation and casual social situations.
  • Manners: (Introductions, use of please and thank you, ability to appropriately ask for help, offer help, and make and accept apologies, etc.).
  • Attention skills, regulation of behavior when distracted and in noise.
  • Listening and memory strategies and execution of verbal directions.
  • Use of verbal language to relate a recent past experience and express feelings.
  • Conversational skills, (Turn-taking, topic maintenance, use of referents, perspective taking, etc.).
  • Strategies for getting attention, and initiation of and exit from communicative interaction.
  • Structured and unstructured group participation.
  • Comfort level when verbalizing in a group.
  • Self-advocacy, (asking for help, repetition and/or clarification when confused).
  • Use of appropriate language to agree and disagree.
  • Use of words to express feels, the desire for another to change or stop what they are doing.
  • Response to teasing, anger, failure, disappointment.
  • Interpretation of facial cues, body language, and tone of voice.
  • Use of words to compliment or offer encouragement/support.
  • Use of words to solve simple conflicts.
  • Logical inferencing, perspective taking, and social cognition.
  • Ability to predict what others intend to do and why.
  • Comprehension of nonliteral and figurative language, multiple meaning words and ambiguous language, jokes and sarcasm.
  • Interpretation of others emotions, (surprise, anger, fear, sadness, disinterest, annoyance, embarrassment, anxiety).
  • Ability to adjust/modify language based on the communication situation.
  • Use of appropriate language (jargon/lingo) of same age peers.
  • Ability to tell/understand jokes/stories that are appropriate to the situation.
  • Overall auditory and language processing, receptive and expressive language development.
 

 

Groups are co-facilitated by two speech and language pathologists, or an SLP and a social worker or an SLP and an occupational therapist depending on the children's language, social, emotional, and sensory regulatory needs.