Assessing
Pragmatic Language
Related to Autism
in Public Schools
Kristen Smith, MA, CCC/SLP
Anne Sullivan-Douglas, MS, CCC/SLP
Katy Independent School District
Katy, TX
November 16, 2006
3:30-5:30
Learning Outcomes
" To identify the language information that should be
obtained when assessing a child with Asperger's
disorder, POD, and high-functioning autism and the
tools we should use to collect the data
" To describe the impact of pragmatic language
assessments on eligibility and educational and
clinical planning
" To discuss tools and strategies we can use to build a
bridge between language knowledge and language
performance for children with autism spectrum
disorders
What is pragmatic language?
.. The application of language knowledge to
interactions with others
&I Pragmatic language skills include:
D
Making requests
D Initiating verbal interactions
D Gaining attention
D Protesting
D Greeting/leave taking
D
D
Answering/asking questions
Using politeness markers
1
What is pragmatic language?
.. Conversational Skills
o Establishing/maintaining a topic
oChanging topics appropriately
oTaking turns on conversation
.. Narrative Skills
oDescribing a sequence of events
o Describing experiences
What is pragmatic language?
.. Social cognitive skills
o Understanding the situational context
o Providing context for listener understanding
o Perspective taking
o Problem solving
o Predicting
•
w"
Pragmatic Language and
Pragmatic Communication
III
When thinking about pragmatic language, we
should think in broader terms of social
communication
III
Interpretation and production of non-verbal cues
o Vocal intonation
o Facial expressions
o Gestures
o Body postures
2
ill
Pragmatic Language and
Pragmatic Communication
.. Appropriate interpretation and production
of non-verbal cues is essential for effective
communication
o Understanding implied intent
o Understanding sarcasm
.. Most formal tests of pragmatic language
insufficiently address non-verbal
communication
I.
··.w
How do we assess pragmatic
language?
• Formally
• Informally
o Test of Pragmatic
Language (ages 5-13)
o Test of Problem Solving
Elementary-3 (ages 6-12)
o AdolescentTest of
Problem Solving (ages 1217)
o Test of Language
Competence-Expanded
(Level 1 ages 5-9; Level 2
ages 9-18+)
o Subtests of the CASL
o Communication
observations in various
school settings
o Language sampling
o Parentinterview
o Teacherinterview
o Pragmatic Communication
Skills Protocol (Academic
Communication
Associates)
o Functional Communication
Profile-Revised
Autism Team Assessments
• Assessments Team Members
o Licensed Specialist in School Psychology
o Speech-Language Pathologist
o Occupational Therapist
• Assessment Format
o
o
o
o
o
Parentinterview
Teacher interview
Observations in the educational setting
Student interview/language sampling
Formal speech-language testing (pragmatic, expressive, and
receptive)
3
Autism Team Assessments
• Role of the speech-language pathologist
o To support the LSSP in making the diagnosis of PDD,
Asperger's, HFA, or Autism
o To determine whether a speech-language impairment
exists
o To provide recommendations for treatment
o To write an Individual Education Plan that addresses
speech-language needs if eligibility is established by
the IEP committee
OUf Study
III
Do pragmatic language tests identify
children who have pragmatic language
impairments?
ncan we test pragmatics out of context?
o Do assessment tools target the information
we need?
oWill the correct students be eligible?
oWhat information are we really obtaining?
I.
"I
What do we hear about Pragmatic
Language Tests?
Standardized tests, such as the TOPL, do
not always identify all students with
pragmatic language impairments
III Informal measures, including
observational checklists and parent and
teacher interviews, provide perspective
about a student's pragmatic language
needs in context
III
4
TOPL Strengths and Weaknesses
• Strengths
o Provides a quantified
score
o Uses visual supports
o Contains items related
to perspective taking,
sarcasm, implied
intent, and social
problem solving
• Weaknesses
o Does not provide
ratings for various
areas of social
language
o Does not provide
contextual supports
o Requires listening and
receptive language
skills
Our Hypotheses
III
Children on the spectrum would not score
significantly different on the TOPL when
compared with their non-disabled peers
III
Children on the spectrum would have
significantly more difficulty on structured
conversational questions with the
examiner than their non-disabled peers
Procedure
• Children were tested using the Test of Pragmatic
Language (TOPL) and given a standard score
• Children participated in a structured
conversation with one of the examiners
o Responses were coded as acceptable or
unacceptable
o Questions related to figurative and literal
interpretation were noted
5
Test Group
.. 10 students who have been identified with
Asperger's Disorder, PDD/NOS, or high
functioning Autism
o Spend most of their day in the mainstream classroom
n Mayor may not currently receive speech therapy to
address social language needs
o Age 11 years, 0 months to 13 years, 11 months
o All attend junior high school within KISD
Control Group
11II
10 students who have not been identified
as a student with a disability
o Participate in academic or pre-AP classes
oAge 11 years, 0 months to 13 years, 11
months
oAIl attend junior high school within KISD
Video Examples
" Video#1
o
o
n
o
13 year, 6 month old female with Asperger's Disorder
Full scale 10 121 on wise IV
TLC expressive and receptive score of 100
TOPL 98
" Video #2
n 13 year, 5 month old male with Asperger's Disorder
o Full Scale 10 of 133 on WISC IV
o OWLS listening comprehension score of 113 and oral
expression score of 117
o TOPL 87
6
I.
Video Examples
• Video #3
012 year, 6 month old male with PDD/Asperger's
Disorder
o Full scale IQ score of 97 on WISC III (Verbal 81 and
Performance 116)
o CASL core composite 96
o TOPL 85
III
Video #4
012 year, 7 month old male with Asperger's Disorder
o TOPL 92
.
Video Examples
• Video #5
o
o
o
o
II
11 year, 4 month old female with Asperger's Disorder
Full scale 10 of 109 on WISC III
CELF-3 receptive language 100 and expressive language 102
TOPL 105
Video#6
o
o
o
o
13 year, 2 month old male with PDD/Asperger's Disorder
Composite 10 of 107 on Stanford Binet
CELF-3 receptive language 98 and expressive language 88
TOPL90
Video Examples
III
Video #7
12 year, 10 month old female in pre-AP
classes
DTOPL 103
D
.. Video #8
D 13 year, 2 month old male in pre-AP classes
oTOPL 98
7
Video Examples
• Video #9
012 year, 8 month old male with Asperger's Disorder
DTOPL 92
• Video #10, 11, and 12
o You make the call ...
0#10: 11 years, 7 mas; TOPL 100
0#11: 12 years, 7 mas; TOPL 92
0#12: 12 years, 11 mas; TOPL 83
Comparisons
• There were limited differences between the two
groups on TOPL score
o Scores for the test group
• Range of 62 to 105
(with two scores below 78)
• Average score87
o Scores for the control group
• Range of 83 to 107
• Average score96
•
Comparisons
• There were not as many significant differences
between the conversational ratings as
anticipated
o Average rating for acceptable responses for test
group was 5.5 with a range of 2 to 8
o Average rating for acceptable responses for the
control group 7.4 with a range of 6 to 9
o Both groups had difficulty with figurative language
statements
8
I.
Findings
• Standardized testing is not always a reliable source of
data for pragmatic language
D Testing is out of context
D No significant differences between control and test groups
D Can be given to provide you with general ideas about language
knowledge
Structured conversation also does not provide the needed
information to identify pragmatic language impairments
D Students do better in one-an-one conversations with adults
D Figures of speech were not easily interpreted by either group
About the Control Examples...
II
None havebeen identified as students with
social language impairments.
• Why?
They do not present difficulties with the other
behaviors and social language difficulties that would
suggest a pervasive developmental disorder
D Any difficulties they might have are within age level
expectancies, and therefore, have most likely not
impacted their social success at school (which can
indicate educational need)
D
sa
What do you do to improve
pragmatic communication?
" Speech and language therapy (individual/small group)
" Social skills groups
" Activities and incentives to practice social skills in real
life situations
" Classroom modifications and supports
" Sensitivity training for typical peers
9
I.
Social Skills Groups
.. Considerations for grouping
o Receptive and expressive language
o Perspective taking abilities
levels
o Level of attentiveness
DA diagnosis of POD, HFA, or Asperger's
Syndrome verses other disorders
I.
Social Skills Groups
.. Can provide a setting for direct instruction of
social skills and/or practicing of skills learned in
speech therapy
II
Can provide an opportunity for students with
similar difficulties/experiences to form bonds
.. Can provide instruction that allows students with
social skill deficits to improve interactions with
typical peers
I ..
Programs and Resources
.. Social Skills Training (Jed Baker)
.. The Social Skills Picture Book (Jed Baker)
.. Think Social (Michelle Garcia Winner)
.. Navigating the Social World (Jeanette
McAfee)
.. Room 14; Room 28 (Carolyn C. Wilson)
.. Power Cards (Elisa Gagnon)
10
Strategies for Teaching Social Skills
.. Systematic teaching of social skills
o Explanation of the skill steps
DModeling of the skill steps
o Role playing of skills with feedback
DWatching videosfTV shows depicting
skills/mistakes
DWatching videos of students practicing skills
o Practice in and outside the group
'.
Strategies for teaching social skills
II
Perspective taking strategies (Michelle
Garcia Winner)
II
Social Skill Picture Stories
.. Social Stories (Carol Gray)
.. Cognitive Picture Rehearsal
II
Incidental Teaching
Summary
• Assessment of Pragmatic Communication
o Is a key component in differential diagnosis for PDD,
Asperger's, and HFA
o Helps determine whether a student can apply his/her
language knowledge to effectively interact
o Must include information about non-verbal
communication
o Provides a basis for identifying social skills deficits
and developing social skills goals
11
I.
Summary
.. Assessment of Pragmatic Communication
oShould be a qualitative, not quantitative,
measure of a variety of skills
o Is most relevant in contextual situations,
rather than one-on-one, controlled situations
oShould be updated frequently to address
changing needs of children on the autism
spectrum
Conclusions
.. Look beyond academic need when defining
educational need
o Critical skills, such as social skills, impact a student's
success
o Being able to communicate ideas with others is often
a skill of language performance, not language
knowledge
.. Informal assessments can tell you where a
student is on a "generalization spectrum"
o Has the student struggled to learn the skill
o Has the student struggled to apply the skill
References
Baker, Jed E. (2003) Social Skill Picture Books. Arlington, IX: Future Horizons, Inc.
Baker, J.E. (2003) Social Skills Training for Children and Adolescents with Asperaer
Syndrome and Social Communication Problems. Shawnee Mission, KS: Asperger
Autism Publishing Company.
Bowers, L., Huisingh, R. & LoGiudice, C. (2005) Test of Problem Solving-3 Elementary: A
Test of Reasoning in Context. East Moline, IL: Linguisystems.
of Spoken Language. Circle
car~i,;:;,~~rx~~I~'mEe~J;~~~d~i~e~~~~l~:,~~~.essment
Gagnon, E. (2001) Power Cards: Using Special Interests to Motivate Children and Youth
with Asperger Syndrome and Autism. Shawnee Mission, KS: Asperger Autism
PUblishing Company.
Gray, C. Dutkiewicz,M., Fleck, C., Moore, L., Cain, S.L., Lindrup, A., Broek, E., Gray, J.,
& Gray, B. (Eds.). (1993) The Social Story Book. Jenison, Ml: Jenison Public
Schools.
Gro~~~ir~j.~nLKX~Q~~r{li.,<,1f:;b~~8~~YI~~~t~hr~~fi;~~rp~.sii}~~~).t~f;~n~~l~y:
Delmar Publishing.
Kleiman, Larry J. (2003) Functional Communication Profile~Revised. East Moline, 1L:
Linguisystems.
12
References
Loguidice, C.; McConnell, N. (2004) Room 14: A Social Language Program. East Moline,
IL: Linguisystems.
Loguidice, C.; McConnell, N. (2004) Room 28: A Social Language Program. East Moline,
IL: Linguisystems.
McAffee, J. (2002) Navigating the social world: A Curriculum for Individuals with
Asoerger's Syndrome and High Functioning Autism and Related Disorders. Arl'lngton,
TX: Future Horizons, Inc.
Me
~~~~gi~S~ZO~:r~~~'c~~~9f~~~~~~i~r;~~~~o~i~i g~IT~.e£ha~~~~i~~~rIE:h~~~~:~h
Press.
Phelps-Teraski, D. & Phelps-Gunn, T. (1992) The Test of Pragmatic Language. Austin,
TX: PRO-ED.
Wiig, E., Secord, W. (1985) Test of Language Competence~Expanded Edition. USA: The
Psychological Corporation.
Win~~d~n~: ~aO~~~J~,i~A~~i~~~I~ ~~~~~~~~~~~ ~~~:~~~~ for School-Age
Zachman, L., Barrett, M., Huisingh, R., Orman, J.& Blagden, C. (1991) Test of Problem
SOlving- Adolescent. East Moline, IL: Linguisystems.
Questions and Comments
13
Video Transcription for
"Assessing Pragmatic Language Related to Autism in the Public Schools"
VIDEO #1
Examiner: What is your mother like?
Student: Responsible. Expects a lot from me. And not from Christopher, even though he is closer to college than I
am. Understanding. Very busy.
Examiner: What is your father like?
Student: I thought I knew.
Examiner: What is a friend?
Student: SO... Someone who listens to what you are not saying.
Examiner: Tell me what you do at school?
Student: Paperwork. Eat lunch with my friends. Go from class to class to class. In foundations, we sometimes
dress out and play ultimate Frisbee outside.
Examiner: It's a lot of running.
Student: It's something like football, only with a Frisbee.
Examiner: What makes you hit the roof?
Student: Excuse me.
Examiner: Do you know what that means?
Student: Nooooo.
Examiner: What is the most interesting thing you have ever seen?
Student: A two headed goat.
Examiner: What do you do when you need money?
Student: Mow the lawn. Save my money.
Examiner: What do you want to be when you grow up?
Student: An actress on Broadway.
VIDEO #2
Examiner: What makes you hit the roof?
Student: What does that mean?
Examiner: What do you think it means?
Student: I don't know.
Examiner: Let's do another one. What's the most interesting thing you have ever seen?
Student: At school?
Examiner: Ever. Anywhere.
Student: Urnrnm. A laser tag arena on top of a mountain.
Examiner: Did you really see that or you think that would be great?
Student: I really saw that. I was at... when we went to Colorado one winter. We went to Vail. We stayed at a nice
hotel. When we went to a nice hotel. There was a nice restaurant on the very top. It was a restaurant. Actually,
since there was a restaurant. It was full snow. Even though it was winter, it was pretty hot up there. And when we
went inside, there was a cafe with a lot of food. And they also had shops. There were shops and in the back, and
when we went in the back, there was a laser tag arena in there. Where we could play laser tag. And if you go like a
few yards. There was a little museum. It's very small. It's like a hut. Or whatever. How it's called. There were
stuffed animals. It shows what you can learn from animals. There was also an ice skating rink. A natural ice
skating rink where you can rent skates. It had chipmunks in it. And urn, and if you go on the top of the mountain,
there was a big old escalator.
Examiner: What do you do when you need money?
Student: Beg my morn, but of course she never does give me money.
Examiner: What do you want to be when you grow up?
Student: I don't know.
Examiner: How do you know when someone is mad at you?
Student: They yell with a lot of sarcasm
Examiner: Give me an example of when you have had to face the music.
Student: I don't know what that means.
Examiner: When would you tell someone to hold their horses?
Student: When they say something that would be almost impossible to do.
VIDEO #3
Examiner: What is the most interesting thing you have ever seen?
Student: Actually I have never seen anything really interesting. I don't remember but...
Examiner: What do you do when you need money?
Student: Mow the lawn. Actually I hardly get money at all.
Examiner: How do you know when someone is mad at you?
Student: I can tell by their eyes and the shape of their face.
Examiner: Give me an example of when you have had to face the music.
Student: Huh? I don't know what that means. Wait, don't put that down.
Examiner: That's ok. One more, ok. When would you tell someone to hold their horses?
Student: When they are acting too much or do something I can't stand.
VIDEO #4
Examiner: Tell me about your mom. What is she like?
Student: Uh. Well she really likes kids, and she has urn, a kinda curly and wavy hair, going like from here to here.
And it's like this much. Her eyes are brown. Ummm... She's a teacher at RAE Alexander. I think she teaches
second grade. She tried to go with fourth grade, but they moved her down to second grade. I think she wears size
six shoes. And she prefers to wear her crocs, which is a new kind of shoes. And urn, she likes to urn, she likes to
um, wear shirts with little flowers on it. And she likes to wear long pants, but sometimes during, during the
weekend she wears short pants. She likes to wear a necklace. And, um ...
Examiner: What is your father like?
Student: My dad, urn he and his urn worker buddy are staring this new company called Alliance. He too has brown
eyes, but his hair is kind of straight. It's kind of dark and rough like mine used to be. He um...he wears a white shirt
under his business shirt. He doesn't work at Alliance yet, but e is going to be the president. Right now, he is
president over of the quarter of the He wears I think size 12 shoes. His hand is a little bigger than mine. He is kind
of round, and so is my mom. And, he's really nice. He likes to watch football, but not all the time. He has a laptop,
kind of like that one over there, except smaller. And he does stuff like go to football websites or work on reports.
He also likes to go ... He takes us to Disneyworld every year.
Examiner: That's great. Ok. What is a friend?
Student: A friend. A friend is a person who stands next to you whenever you need them. Urn, he is nice to you.
You two have like a relationship. Most of the time you go to grade school with them. And you can trust each other
and you uh, do stuff together.
Examiner: Tell me what you do at school.
Student: Urn, Well, I try really hard to make good grades. I go to speech every Tuesday during second period on
PE. I'm in athletics playing golf. I have math first period, which is my best subject. And I have Miss Sanpierre,
academic. My second period I am in athletics and taking golf. But that isn't happening until spring. Um, LIn third
period, I am in pre AP science. We are doing like stuff with like abiotic and biotic things. Well, also in math we are
converting fractions into decimals. In fourth period, urn reading, we're taking little short stories and we're doing
vocabulary tests, that stuff on them. In fifth period, language, I have Miss Black. And, she's really nice. She was
my student teacher last year in reading. And um...what we are doing is we are almost done, well, we are done with a
little essay. So I don't really know what we are doing in there now. And sixth period, lunch, I like to sit at the same
table in the same spot. And in seventh period, I have orchestra. I'm in the philharmonic, but I am planning on
joining the regionals, but some people like to call it honors orchestra. In s" period, I have Texas history with Mr.
Pettigrew. It's academic. Right now, we're doing, In the late sixteenth hundreds, early sixteen hundreds, we're
doing how urn Spanish explorers reached the Gulf coast and came to Texas to fmd cities of gold. But then 20 years
later, during the 1600's, the French and the, another country (I can't remember) are trying to get the land over
America. But the Spanish want the land back because they don't want the French to have it. In advisory, I also
have Mr. Pettigrew again. It's basically the same thing. The class gets too noisy, but if we get a mark, that means
we spend one minute after the bell rings.
Examiner: What makes you hit the roof?
Student: When I get good grades.
Examiner: What is the most interesting thing you have ever seen?
Student: In my life or at school?
Examiner: In your life.
Student: I'd say when I saw footage ofa giant squid.
Examiner: What do you do when you need money?
Student: Urn, well now I'm trying to I'm going to get an allowance. I'm going to mow the lawn.
VIDEO #5
Examiner: What is your mother like?
Student: Urn, she's very nice. And now that Jr. High is staring. She's staring to get a little more serious. But still
lovable.
Examiner: How about your father? What is he like?
Student: No idea. My mother never married him. Urn, she did this artificial thing. Artificial insemination. All I
know is he was 6 foot 4 and has brown eyes like me.
Examiner: Give me an example of when you have had to face the music.
Student: Uh, when I found out that I, that I have disorders. When I discovered I had a learning disorder. And a
disorder... autism.
Examiner: How did that make you feel?
Student: Well, first off! know about my autism, and what it's called... Asperger's. But when I found out that I did
have a disorder, which is what they found when I was a baby. That kind of made me sad.
Examiner: How do you feel now about it?
Student: I feel just fme. I have come over it. I'm in pre AP now.
Examiner: You're very smart, I can tell.
Student: I've even found out that you can come over things when you challenge yourself.
Examiner: When would you tell someone to hold your horses?
Student: Urn, when they are just going crazy.
VIDEO #6
Examiner: What is your mother like?
Student: She's a good cook.
Examiner: Can you tell me more?
Student: She's a nurse.
Examiner: How about your father. What is your father like?
Student: Hard to describe.
Examiner: What is a friend?
Student: Someone who likes you and someone who is kind to you.
Examiner: Tell me what you do at school.
Student: Well, I go to different periods.
Examiner: Can you tell me more?
Student: No.
Examiner: What makes you hit the roof?
Student: What does that mean?
Examiner: How do you know when someone is mad at you?
Student: When they act angry.
Examiner: Give me an example of when you have had to face the music.
Student: I'm not sure of what that means either. I don't get those play on words.
VIDEO #7
Examiner: What is your mother like?
Student: She's awesome. She provides what I need. And she's funny. And all my friends love her.
Examiner: What is a friend?
Student: Somebody who's there for you and sticks by you when times are rough.
Examiner: What makes you hit the roof?
Student: Urn, when I get mad.
Examiner: What do you do when you need money?
Student: I ask my mom or I work for it.
Examiner: Give me an example of when you have had to face the music.
Student: When I tum the music on.
Examiner: When would you tell someone to hold their horses?
Student: When they are going crazy and ballistic.
VIDEO #8
Examiner: Can you tell me what your mother's like?
Student: She's like. She's got black hair but has highlights in them. She's urn kind urn a little bit taller than me
and she's got pretty long hair. She's got like contacts and she's got hazel eyes. That's pretty funny 'cause her last
name was Hazel, her dad's name is Hazel. That's pretty much it without getting into real detail.
Examiner: What's your dad like?
Student: Well, Like his physical?
Examiner: Whatever you want to tell me.
Student: On that last. ..1 say jokes to him and then he might send me to my room if I get out of hand.
Examiner: What is a friend?
Student: Someone who you can share your secrets with. Someone who will like is your friend no matter what you
do. Like no matter how many arguments, you can just settle it out. Like my friend Alex. He gets mad sometimes,
but that's just Alex.
Examiner: What makes you hit the roof?
Student: Ifhitting the roof means getting mad, then when I get sent to my room. But if it means being so good I hit
the roof or being so happy, then I get to go to sleepovers then my friends can come over and spend the night and all
that. Or when I get invited to parties then I know that a lot of people appreciate me.
Examiner: What is the most interesting thing you have ever seen?
Student: Interesting thing I've ever seen...
Examiner: Can be anything, like a thing or event.
Student: It's this summer in DC. We went and we were just looking at the urn, it probably isn't the most
interesting, but it's the one I'm thinking of... We were just in DC looking at the White House and then all the cops
started pushing us back. And like I'm like, "What's going on?" And then we started going back and finally all the
bomb squad started coming at us. And all it is a pink little bag. It was all hectic. My sister went to the restroom.
She had to go. And the girl sent her out because she wasn't there. So, like she doesn't go there. This guy who works
at the hotel ... He goes, "Ok you can come around." And he offered her a soda and all that. But she didn't take the
soda though.
Examiner: What do you do when you need money?
Student: I usually don't need money, but when I do I just do a garage sale. Like now, every time I get my
allowance I'm putting it in my bank and in the offering. I have a little safe that I keep my money in and then I put it
in the bank. And I have some rich uncle that may do this thing like $70 or $60 in cards, sometimes $50. And like
one time I went to San Francisco with my uncle and we went to a Giants game. But I would probably do a garage
sale.
VIDEO #9
Examiner: What is a friend?
Student: Anybody you know who at least respects you.
Examiner: Tell me what you do at school.
Student: I carry my books and stuff around at school, because I repeat, I do not want to ruin my perfect attendance
record of seven years straight.
Examiner: What is the most interesting thing you have ever seen?
Student: I've seen a lot of interesting things, but I have no idea.
VIDEO #10
Examiner: What is your mother like?
Student: She's tall. She has black hair. She's nice, and she's lovable.
Examiner: What's your father like?
Student: He's tall, nice. He's a musician. And he works in downtown Houston.
Examiner: What is a friend?
Student: A friend is someone you play with at the park or at your house and you see them at school.
Examiner: Tell me what you do at school.
Student: I work, I read, I play, and I eat.
Examiner: What makes you hit the roof?
Student: Say again?
Examiner: What makes you hit the roof?
Student: I don't know what that means.
Examiner: What is the most interesting thing you have ever seen?
Student: The Gulf of Mexico.
VIDEO #11
Examiner: What do you want to be when you grow up?
Student: When I grow up, I'm not sure what I want to do specifically, but I want to do something about engineering
and design.
Examiner: How do you know when someone is mad at you?
Student: I know somebody's mad if they are avoiding me or doing something they normally wouldn't do or act
weird when I try to talk to them.
Examiner: Give me an example of when you have had to face the music.
Student: When I, last year, I got into junior high, I had to be brave and go to junior high and accept that I'm not a
little kid.
VIDEO #12
Examiner: What is a friend?
Student: Someone who doesn't tease you or call you names or anything or talk behind your back.
Examiner: Tell me what you do at school.
Student: I listen to the teacher and try to learn.
Examiner: What makes you hit the roof?
Student: I don't know.
Examiner: What is the most interesting thing you have ever seen?
Student: When I was going to Tennessee, the hills and stuff.
Examiner: What do you want to be when you grow up?
Student: An anesthesiologist.
Examiner: How do you know when someone is mad at you?
Student: You can tell by the look on their face. Or if they storm off.
Examiner: Give me an example of when you have had to face the music.
Student: I don't know.
Examiner: When would you tell someone to hold their horses?
Student: When they are acting stupid or playing around.