Executive Functioning and Social Pragmatic Communication Skills: Exploring the Threads in Our Social Fabric The development of treatment plans and related strategies to help our students with social pragmatic challenges improve upon their social communicative competencies requires us to explore how Theory of Mind (ToM), Central Coherence (CC), and Executive Functioning (EF) are interwoven. In this article, we will deconstruct elements of social learning ... Article
Article  |   March 01, 2014
Executive Functioning and Social Pragmatic Communication Skills: Exploring the Threads in Our Social Fabric
Author Affiliations & Notes
  • Michelle Garcia Winner
    Founder, Social Thinking, San Jose, CA
  • Pamela Crooke
    Social Thinking, San Jose, CA
  • Financial Disclosure: Michelle Garcia Winner is a speech-language pathologist and the founder of Social Thinking and Social Thinking Publishing. Pamela Crooke is the Director of Research and Clinical Operations and Senior therapist at the Social Thinking Center.
    Financial Disclosure: Michelle Garcia Winner is a speech-language pathologist and the founder of Social Thinking and Social Thinking Publishing. Pamela Crooke is the Director of Research and Clinical Operations and Senior therapist at the Social Thinking Center.×
  • Nonfinancial Disclosure: Michelle Garcia Winner has previously published in the subject area. Pamela Crooke has previously published in the subject area.
    Nonfinancial Disclosure: Michelle Garcia Winner has previously published in the subject area. Pamela Crooke has previously published in the subject area.×
Article Information
Language Disorders / Social Communication & Pragmatics Disorders / Attention, Memory & Executive Functions / Articles
Article   |   March 01, 2014
Executive Functioning and Social Pragmatic Communication Skills: Exploring the Threads in Our Social Fabric
SIG 1 Perspectives on Language Learning and Education, March 2014, Vol. 21, 42-50. doi:10.1044/lle21.2.42
SIG 1 Perspectives on Language Learning and Education, March 2014, Vol. 21, 42-50. doi:10.1044/lle21.2.42

The development of treatment plans and related strategies to help our students with social pragmatic challenges improve upon their social communicative competencies requires us to explore how Theory of Mind (ToM), Central Coherence (CC), and Executive Functioning (EF) are interwoven. In this article, we will deconstruct elements of social learning to explore how EFs play a critical role in face-to-face communication and how this information is not captured on any current standardized assessment currently available in our field. Addressing the need to teach our students to be stronger social observers or “detectives” in order to socially problem solve and the practice adapting their behaviors based on the situation and the people within it is key to teaching social EF. Treatment philosophy encouraging the use of systematic social communication frameworks, such as Carol Gray's Social Stories (Gray & Garand, 1993) and Social Thinking's Social Behavior Mapping (Winner, 2007b) is explored to assist our students' in their development of social and self-regulatory strategies.

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