Elliott's Expressive Language
1. Elliott’s scenario included two examples of consistent expressive-language mistakes. What were they? Have you ever known someone (a student or an adult) with similar expressive-language challenges? Now that you are aware of Elliott’s expressive-language issues, is there anything you could recommend to his mother or to his teacher to prevent similar communication breakdowns in the future?
The examples of expressive language mistake that she made were receptive and expressive. Elliot was unable to explain to his mother that he was the last fourth grader there. Elliott first encounter was expressive language he was unable to formulate and idea and explain to his mother that he was the last fourth grader there but not the last person there.
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What should Lela have done in order to join the girls’ game? What pragmatics skills does she need to develop? Lela could have ask the girl if she could join or ask the teacher to tell the girls if she could join. The pragmatics skill she need is social interaction.
2. What social cues did Libby fail to recognize? How did this affect her conversation with Abigail? Libby fail to recognize that Abigail was already in a conversation. And didn’t say excuse me or pardon me to get Abigail’s attention. The affect the conversation because Abigail probably thought she was talking to somebody else because she didn’t get Abigail full attention.
3. How did Erik misinterpret his classmates’ social language? Does this have any bearing on his status as the class clown? Why or why not? Erik misinterpret the sarcasm of the students. So Erik follow along with what the students were saying and got in trouble.
4. For all three students, explain how their peers’ perceptions of them could be negatively affected because of their language disorder. For Lela they make think she is rude because she just joined the game without asking. And with Libby the may think she is weird because she gets mad at people for no reason. And with Erik the students may think he goes all out to be funny risking himself to get into to much
What should Lela have done in order to join the girls’ game? What pragmatics skills does she need to develop? Lela could have ask the girl if she could join or ask the teacher to tell the girls if she could join. The pragmatics skill she need is social interaction.
2. What social cues did Libby fail to recognize? How did this affect her conversation with Abigail? Libby fail to recognize that Abigail was already in a conversation. And didn’t say excuse me or pardon me to get Abigail’s attention. The affect the conversation because Abigail probably thought she was talking to somebody else because she didn’t get Abigail full attention.
3. How did Erik misinterpret his classmates’ social language? Does this have any bearing on his status as the class clown? Why or why not? Erik misinterpret the sarcasm of the students. So Erik follow along with what the students were saying and got in trouble.
4. For all three students, explain how their peers’ perceptions of them could be negatively affected because of their language disorder. For Lela they make think she is rude because she just joined the game without asking. And with Libby the may think she is weird because she gets mad at people for no reason. And with Erik the students may think he goes all out to be funny risking himself to get into to much