Group intervention is highly beneficial for both clinicians and clients alike. There are multiple opportunities to model target skills and promote generalization of pragmatics skills while clients can build a social network. During these sessions in a group intervention setting, clients can build awareness of their weaknesses and strengths and practice them with partners. It is important to teach these following communication principles: 1) Communication involves sending and receiving messages, 2) Communication involves people, 3) Everyone communicates differently, 4) Communication is stating what we think, feel, and believe, 5) Places and people change the way we communicate, 6) The way we communicate affects those around us, and 7) Communication is constantly changing. It is best for group to be conducted with individuals demonstrating social abilities near each other's levels (Sohlberg & Mateer, 2001).

Role-playing is an excellent way to act out scenarios that highlight pragmatics skills such as eye contact, monitoring voice volume, asking questions, etc (Le, Coelho, & Fizsdon, 2022). It is good for the client and clinician to develop a compensation list for clients to perform certain functions such as shaking hands in greetings. It is important for the client to also have carry-over homework along with treatment goals that are client-specific. Group intervention should always begin with a theme in mind that will benefit the whole group. The therapist should model the appropriate behaviors while the group practices. Additional cueing and correction will be done as needed. This will ensure success towards the clients goals in the future (Le, Coelho & Fizsdon, 2022). 

For example, a clinician can host a group on how to make small conversation with an acquaintance, a friend, or even a stranger. The clinician can pass worksheets around in a group and discuss the usual pragmatics discourse of small conversation. The clinician will model a few examples before clients can practice with a communication partner. The clients can then fill out worksheets to view how well they can socialize and see any improvements they can make. These worksheets can also be used as carryover homework for the client to practice with their caregiver, spouse, friend(s) and/or family members.

Anyone can role play! However, for those with cognitive communication disorders such as right hemisphere dysfunction, it is perfect to practice their executive functioning and language skills.

Cueing will be determined on the levels of social abilities the clients demonstrate and how much progress the client makes with improving in deficits involved with their pragmatics. The therapist will determine how much progress the client has made based on observations and data. Data should be collected by tracking behaviors and writing SOAP notes for each client. Here is an example of a goal that a typical client would work with:

By 06/04/23, the client will be able to make small talk with another individual with a verbal cue in 4/5 opportunities measured by an SLP's observations and data.

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