This SIG 1 forum addresses how the speech-language pathologist can target metacognition using theory of mind, critical thinking, and prosody to improve the comprehension of oral and written information in both social and academic environments for school age students and adolescents. The first article describes the results of an exploratory survey given to speech-language pathologists regarding how they incorporate theory of mind into therapy. The second article explores how to target the critical thinking skills of adolescents using logical fallacies. The third article reviews the current available literature on prosody and reading for autistic individuals and provides clinical recommendations for addressing prosody in expressive communication and reading comprehension.

Learning Outcomes
You will be able to:

• describe how literature can be used to target Theory of Mind (ToM) practices and promote neurodiversity-affirming intervention practices
• explain how unlocking logical fallacies could positively impact the social justice of adolescents with language and communication deficits
• discuss two ways you could target prosody to improve reading comprehension in autistic individuals

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

1. Speech-Language Pathologists' Implementation of Theory of Mind Concepts Within Therapy: An Exploratory Survey by Kristen Secora and Tara Moore, published in SIG 1, Volume 8, Issue 6, December 7 2023
2. Unlocking Logical Fallacies: A Key to Building Critical Thinking Skills in Adolescents by Marilyn A. Nippold, published in SIG 1, Volume 9, Issue 1, February 8 2024
3. The Role of Prosody in Reading Comprehension for Individuals on the Autism Spectrum by Orla C. Putnam and Karen A. Erickson, published in SIG 1, Volume 9, Issue 2, April 4 2024