Speech & Language

Given that research indicates 75% of children with learning disabilities present with social communication difficulties (Forness & Kavale, 1996), we at Cambridge School know that a strong social communication skills curriculum is critical. In addition, research has shown that the brain can only process and remember academic information when an individual feels emotionally safe (Smith, 2003). Our social communication skills program gets at the root of social communication difficulties, addresses language and behavior issues that interfere with effective interaction. By teaming professionals with expertise in the areas of speech-language pathology and counseling, we address language goals and social communication skills in the context of a supportive, nurturing environment.

The ability to think flexibly is a critical component to social problem solving. Difficulties with social communication skills often result from root difficulties in problem solving skills. Components of formal programs, such as the Shared Inquiry Discussion component of the Junior Great Books program, and the New Jersey State Bar Foundation’s Mock Trial Programs, work on seeing and expressing multiple points of view, thereby increasing perspective-taking skills. Through an interactive and conversational format, students use evidence to defend both their own points of view as well as opinions differing from their own.

Difficulties with auditory processing and/or organizing language lead to difficulties with conversation skills. Guided visualization activities address awareness of self and feelings, auditory processing and memory, and expressing oneself and one’s feelings in a positive, organized manner. Role play and drama activities address sending and interpreting nonverbal messages and assertive communication skills. Interactive games and discussions build competency in conversation skills.

By addressing each child’s individual social communication skill goals in the natural classroom setting, countless opportunities are provided to reinforce newly learned skills. In addition, parents and classroom teachers are an integral part of this treatment team, providing valuable input for individualize goals and working to carry over goals to all settings.

In addition, individual Speech and Language services are also provided.