Music, good morning everyone. It's a particular pleasure for me to introduce our speaker today. Summer Bishop is a psychologist, associate professor, and a member of the STAR program at UCSF. She comes to us with a very distinguished pedigree, entirely maize and blue for those of you who are Michigan fans, which is about three of you, I would say. The senior Michigan person is John Sikorsky, but sitting over there. She completed her undergraduate and graduate training at the University of Michigan, receiving her PhD in clinical psychology, and then staying on as a postdoctoral fellow in the UMAC program, the autism program with Kathy Lord, a friend and colleague of many of us. Then, moving on to the very distinguished Wasteman Center at the University of Wisconsin, where she did another postdoc in an extraordinary place before moving on to her first faculty position at the University of Cincinnati. Then, gradually working her way east, further east, to CAD me here, the autism program at Cornell Medical College in White Plains. And then, we were lucky enough to coax her to come West, and she's been with us at UCSF in the STAR program. Summer has had an extraordinary career. For those in medicine, I'm not so sure this works out so much in psychology, but we talk about people who are triple threats. A triple threat is someone who is excellent in clinical work, excellent in teaching, and excellent in research. And by all measures, Summer is a triple threat. She is a remarkable clinician. Those of you who have ever had a chance to work with her or watch her, she's one of the most talented people I've ever seen work with children and families with autism and neurodevelopmental disorders in particular. But she's talented...
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Social Communication Checklist Form: What You Should Know
SUGGESTED SCORES OF SOCIAL CULTURE CHECKLIST — CUMULATIVE RESULTS — COMMENTS # 1 — #2 — #3 — #4 — #5 — #6 — #7 — #8 — #9 — #10 — #11 — #12 — #13 — #14 — #15 — #16 — #17 — #18 — #19 — #20 — #21 #22 #23 #24 #25 #26 #27 #28 — #29 — #30 #31 — #32 #33 — #34 #35 #36 #37 COMMUNICATION SKILLS — RESOLUTE — INTERESTING SOCIAL CULTURE SKILLS — RESOLUTE — INTERESTING — SUMMARY The “Interactional Checklist for Children's Communication Needs”, created by D Roberts and published by the British Home Office in 2002, is a comprehensive checklist on what can help children develop their communication skills through various activities. Children's communication needs are diverse and there is no single solution that will work for all. In the following I attempt to summarize what is available today — in my experience — and provide some of my own suggestions based on what the professionals say is effective. It is also important to review and update your checklist with each child you have in your care and with each development you undertake in your day-to-day life. This is an important process and there is no better indication of progress than your child's communication skills. In the absence of intervention, many children develop at a similar rate to adults. If it is not at an early age there is a risk that children will not be able to communicate effectively and when they become old enough they are likely to lose this skill as part of their normal aging process. It is also vital to acknowledge that not all children develop these skills at the same rate and this could be explained by the developmental stage the child's language is at the onset. For example a child with speech and language delays may develop at one level faster than another while another early language delay child may develop at a slower rate. It is also recommended that parents and teachers ask the children if they have any suggestions on how the activity is being undertaken and then use this data as a tool to determine if the activity is appropriate for the particular child or what level of language development they may be at.
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