Social Communication3

Interventions

Studies provide support that group-based interventions that specifically work to improve social deficiencies in children with ASD and focus on process-oriented variables combined with skill-based instruction can be effective by reducing social anxiety, increasing flexibility, and increasing the number of positive peer interactions.³

Additionally, Peer Play interventions where children with ASD are playing with typically developing children are effective. Peer Play interventions where there are peer models and reinforcement of target social behaviors have been successful in increasing engagement and sustaining interaction during play.⁵

85%-90% of children diagnosed with autism who were diagnosed before 5 and are enrolled in interventions that use motivational techniques to improve language can eventually use language as the primary form of communication. To increase use of language outside of clinical sessions though, the interventions should incorporate situations for conversation which are similar to real life.

Interventions which help children with autism learn how to initiate social interactions seem promising in improving language outcomes. One study has indicated that children with autism that tend to initiate more social interactions have more positive outcomes after long term intensive language interventions than those who initiate very few social interactions.

In addition, interventions which target the pragmatic use of language would be helpful in improving social outcomes because inappropriate use of language may result in a reduction of social learning opportunities.⁹

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References

See Citations_Social_Com3

Related Information

• Indicators (dependent variables, conditions, or contrasts; measurement variables used for analysis) associated with this construct (vote or nominate by editing this page):

• Closely related pages (vote or nominate related pages by editing this page):

• CNP Level (What's this?)
  • Cognitive Concept

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