Let’s consider how we can work on metalingustic skills in speech therapy to help neurodivergent students improve their social skills.

Just as we have realistic expectations for ourselves in conversations, we should teach realistic conversation skills to our students. Here’s a tiered framework for teaching conversations to neurodivergent students.

We’ve often narrowed our definition of “functional language” to the point that some students are left out of valuable services. What should we be looking at with our middle and high school students to make sure their language is truly functional?