Soc Com Model
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of Social Communication
To conceptualize social communication problems, we have brought together
the works of several researchers (Campbell
& Siperstein, 1994; Crick &
Dodge, 1994). Our model, which builds upon theirs, defines social
communication competence as has having four overlapping components:
Guidelines for assessment
and intervention are based upon the four overlapping components. The interrelationship
of these is what ultimately defines social communication performance.
communication behaviors sit at the top of the model, illustrating
the execution of communication behaviors in social, interactive contexts.
These are the behaviors
that are easily observed and often reported as problematic by caregivers
and teachers, for example, pushing or yelling to resolve a conflict.
Below social communication behaviors are social-cognitive
abilities and language abilities. They are viewed as the skills
or abilities that are necessary for a child to be able to execute
the social communication behaviors. They are illustrated on the same level,
because they are viewed as separate components that come together equally
to support social communication behaviors.
Finally, at the bottom of the model lie processing
abilities, particularly for our interests, executive functions. These
are the necessary underlying processing operations that enable a child
to utilize and manipulate his/her existing knowledge, along with organizing,
managing and implementing incoming information.
Behaviors | Cognitive
| Language | Processing
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