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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Not all kids with ASD need or get ABA.  ABA has NEVER been recommended for my DS with ASD/ADHD by anyone.
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You are right however that speech therapy for a MERLD child will look very different than speech therapy for a child whose deficit is solely pragmatics.[/b] DS attends a language immersion school, Mandarin/English, has excellent language skills and gets pragmatic speech therapy and social skills classes.  He would not be in a dual language program if he had issues with receptive and expressive language in English.

Also, it is hard to imagine a child who has issues with receptive and expressive language NOT having pragmatic speech issues.[/quote]

It may be hard for you to imagine, but the MERLD kids I know do not have pragmatic speech issues.  They have expressive issues that may impact social things but its not the same thing as what you are thinking.  And, my MERLD kid could do an immersion school, as he's done foreign language at his school for two years/no more issues than other kids.  You are very much overgeneralizing and making it based of ADHD/ASD, not a language disorder.  [/quote]
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What is MERLD, then? What do the receptive issues mean - nothing? I understand that a kid with expressive delays only could do that - but how is a kid who cannot understand language having no issues udnerstanding language[/b]? WT everloving F, OP? If there is nothing wrong with your kid, awesome, move along. If there is, join us over here in the land where things are wrong and unpredictable but get off your high horse, for the love of. [/quote]

Some of this disagreement seems to be a misunderstanding of the technical terms involved.  Receptive language is understanding the vocubulary and grammar of speech. Expressive language is using vocabulary and grammar.  Pragmatics is understanding the social and emotional context of language.  Each of these is controlled by a different part of the brain that are supposed to work together, but depending on where the miswiring is located, you can have one, two or all three.

So a child may have perfect grammar and a large vocabulary, but not understand the difference between friendly teasing and bullying. That would be pragmatics. Or a child may not understand the words another child is using, but understand friendly tones and gestures.  That would be receptive.  [/quote]

Exactly and when there are issues understanding and using vocabulary and grammar, there are pragmatic speech issues.  Pragmatic issues can be explained to a child with only pragmatic issues using words but it is a whole other ball game explaining pragmatics if there are receptive issues.[/quote]

Your statement makes no sense.  Just because a child has receptive issues does not mean they have pragmatic.  Most receptive language kids have other coping strategies and learn to function, especially socially.  I can explain social things very easily to my child as can others.  You missed the point of that comment.[/quote]

Really?  How do you explain concepts like "humility", "good sportsmanship", "kindness", etc. without using language?   Receptive language delays need much more than coping strategies and that is why a receptive language delay is sometimes an indicator for ID.[/quote]

Social skills picture stories help a lot. I know this one is for kids with autism, but you can do the same thing for other deficits.

http://www.amazon.com/Picture-Teaching-emotion-communication-children/dp/1885477910/ref=sr_1_1?ie=UTF8&qid=1463086471&sr=8-1&keywords=social+skills+picture+book[/quote]

+  visual schedules to help with executive functioning

+ timers to help with time management

+ visual cues

But the older a child gets and the abstract concepts get more complicated and more language dependent, it's hard to find stuff that can help.

Receptive delays are serious and outcomes are often dependent on IQ - [b]which is LANGUAGE dependent and measures language ability.[/b]  Higher the IQ, better the outcome generally.
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Not entirely. Performance IQ and its subtests are not language dependent. DS has poor scores on several of the verbal IQ subtests and has high scores on several of the performance IQ subtests, including matrix reasoning. His overall IQ score is 121, but that isn't really reflective of his abilities because he is  worse on verbal tasks and better on visual spatial tasks. [/quote]

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