Hosts:

Tara Ross and Kristen Smith, Speech-Language Pathologists (SLPs) at UGDSB

Guests:

Linda Murphy, Author of Co-Regulation Handbook

Josh Boden, Manager of Psychology Services at UGDSB

Episode Overview:

In this episode of the Upper Grand District School Board Social Learning Road Trip, hosts Tara Ross and Kristen Smith are joined by two expert guests: Linda Murphy, author of the Co-Regulation Handbook, and Josh Boden, Manager of Psychology Services at UGDSB. Together, they explore the essential role of declarative language in supporting student communication, social learning, and executive functioning. Through the lens of co-regulation, the team dives into how educators can use declarative language to help students build the foundational skills needed for self-regulation, independent thinking, and effective communication—particularly in the context of minimally verbal or nonverbal students.

Key Takeaways:

• The Importance of Declarative Language: Using declarative language helps students understand expectations, label their emotions, and create meaningful social exchanges, laying the groundwork for strong communication.
• Co-Regulation's Impact on Executive Functioning: Co-regulation is foundational for the development of executive functioning skills like attention, task initiation, planning, and task completion.
• Flexible Support in the Classroom: Teachers can use a "master-apprentice" model to scaffold executive functioning and communication skills, gradually transferring responsibility to students as they gain confidence and competence.
• Creating Safe Spaces for Communication: When supporting nonverbal or minimally verbal students, it's essential to give them the time and space to communicate in their own way—whether through gestures, AAC devices, or alternative forms of expression.