SLH Department
Guidelines For Providing Services For
Students With Social Communication Disorders:
Social Communication Disorders:
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Services for students who exhibit social communication disorders should be addressed using a team
approach. This team could include SLPs, psychologists, counselors, learning support teachers, general
education teachers, nurses, paraeducators, and parents, as appropriate.
“Identification of a social communication concern does not necessarily mean that the SLP will be solely responsible
for addressing this concern; instead, the SLP may provide consultation to the classroom teacher regarding strategies
to support a particular child’s social-communication skills in the classroom.”
ASHA Leader, November 2008
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To qualify for specially designed instruction from an SLP, the student should demonstrate a significant need
in the area of social communication (listening skills, social language functions, verbal responsiveness,
conversation skills, nonverbal communication). Deficits may be identified using standardized measures, and
supplemented by nonstandardized measures such as observations, checklists, or screening tools.
Example of a social communication deficit:
Aaron is a 2nd grade boy who has academic skills which are at or approaching grade level. Language testing demonstrates
average skills in receptive/expressive language, and deficits in social language skills. He has difficulty in class following
classroom behavior expectations, asking for help, judging the intentions of his classmates and responding appropriately, and
taking the perspective of others. When given hypothetical problem situations (e.g.: name calling at recess, children fighting
over a toy) on a standardized social language test and asked how to solve them, his only response is that the characters
should say “I love you.” He needs direct scaffolding to know what to say in social communication situations. Social language
intervention from an SLP is warranted to teach Aaron what to say in social situations, and how to accurately interpret the
language of others.
Social skill deficits, not related to language skills:
Social/emotional skill deficits which are not directly related to language skills may be supported with indirect SLP
services as part of a team approach, but generally do not qualify a student for direct language therapy services.
This honors the legal mandate to serve students in their least restrictive environment (LRE). When direct services
are not appropriate, the SLP may provide in-class support to the student, or consultation support to parents,
teachers, and other educators who work with the student. For students who have underlying social skill deficits
not related to language deficits, school-based interventions such as visual supports, social squads, lunch bunch
groups, or peer mentoring programs may be appropriate.
Examples of social/emotional skill deficits that are not language-based:
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Xavier is a 6th grade boy who has a diagnosis of high functioning autism. He struggles with appropriate ways to respond
to frustration. When he is calm, he can verbally explain how to respond appropriately. When he is agitated, he has angry
outbursts, during which he will shout and curse at teachers and other students. Xavier is using language inappropriately,
but the underlying reason for his behavior is a deficit in emotional regulation skills, not language skills. Xavier does not
qualify for specially designed instruction from an SLP.
Sandra is a 3rd grade girl who has ADHD. Overall, her receptive, expressive, and social language skills are in the lowaverage range. Sandra has a tendency to focus and perseverate on small details. She has difficulty following directions
and ignoring others’ misbehavior. This impacts her ability to communicate and listen in her classroom, but her difficulty
is not based on language deficits. General social skill intervention may be appropriate for Sandra; she does not qualify
for specially designed instruction from an SLP.
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SLH Department
Suggested screening tools for social communication disorders:
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SLH Pragmatic Checklist
CELF-5 Pragmatic Screening Tool
Suggested assessment tools for social communication disorders:
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CELF-5 Pragmatic Profile – up to age 21:11
Pragmatic Language Skills Inventory (PLSI) – ages 5-12
Social Language Development Test (SLDT) – Elementary and Adolescent
Test of Pragmatic Language (TOPL) – ages 6 – 18:11
Test of Problem Solving (TOPS) – Elementary and Adolescent
Children’s Communication Checklist (CCC) – ages 4-16:11
Subtests of the CASL: Pragmatic Judgment, Inferences
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