Difference between revisions of "Social Communication"

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===Tests to Assess Social Communication===
 
===Tests to Assess Social Communication===
 
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===Interventions===
 
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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.<sup>3</sup>
 
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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.<sup>5</sup>
 
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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.
 
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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.
 
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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.<sup>9</sup>
 
  
  

Revision as of 16:08, 1 April 2010

Social Communication

Conversations.jpg

Basic Characteristics

  • Description

Social Communication is extremely impaired in people with ASD. People with ASD may display poor eye contact, difficulty understanding and using appropriate social gestures, difficulty in interpreting facial expressions, or inappropriate facial expressions. Additionally, many have poorly developed empathy and a lack of reciprocity. Often, those with ASD withdraw socially, which is largely thought to be caused by deficits in the superior temporal sulcus voice selective regions.2 However, many people with ASD express that they would like to have friends, but do not know how to make friends and retain them. Additionally, nonverbal and verbal communication is usually impaired at least slightly in those with ASD. There is large variability in language abilities in those with ASD. Some may have some language capabilities, and some may never have the ability to communicate verbally. Others may have completely normal vocabularies. Those with verbal skills could still have trouble initiating and sustaining conversations outside of their own interests. Additionally, children with autism usually have trouble understanding and integrating abstract ideas.1

Many scientists believe that genes interact with environmental triggers to create the phenotype observed in individuals. Certain genes are particularly susceptible to environmental triggers. Some scientists suggest that language development can be influenced by the presence of environmental triggers such as how many opportunities the child is given to interact with adults and learn language models.2

Potential Environmental factors can include the parents socioeconomic status, as those with higher socioeconomic status tend to talk more to their children, use a more varied vocabulary, and read bookds to their children more readily, allowing for a richness in communication experiences.5


On to Neural Correlates of Social Communication......




On to Interventions related to Social Communication......



Tests to Assess Social Communication

Concerns





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References

1. Bertoglio, Kiah and Robert L. Hendren. New Developments in Autism. PMID 19248913

2. Grandgeorge, Marine et. al. Environmental Factors Influence Language Development in Children with Autism Spectrum Disorders. PLoS ONE. 2009;4(4):e4683. Epub 2009 Apr 9 PMID 19357766

3. Cotugno, A.J. Social Competence and Social Skills Training and Intervention for Children with Autism Spectrum Disorders. J Autism Dev Disord. 2009 Apr 14. PMID 19365716

4. Prendeville, J.A. et. al. Peer Play Interventions to Support the Social Competence of Children with Autism Spectrum Disorders. Semin Speech Lang. 2006 Feb;27(1):32-46 PMID 16440243

5. Grandgeorge, M. et. al. Environmental Factors Influence Language Development in Children with Autism Spectrum Disorders. PLoS ONE. 2009;4(4):e4683. Epub 2009 Apr 9. PMID 19357766

6. Tesink, CM et. al. Neural correlates of pragmatic language comprehension in autism spectrum disorders.Brain. 2009 May 7 PMID 19423680

7. Piggot, J. Neural systems approaches to the neurogenetics of autism spectrum disorders.Neuroscience. 2009 May 29 PMID 19482063

8. Hall, J. et. al.A common neural system mediating two different forms of social judgement.Psychol Med. 2009 Oct 8:1-10 PMID 19811702

9. Koegel LK. Interventions to facilitate communication in autism.J Autism Dev Disord. 2000 Oct;30(5):383-91. PMID 11098873

Related Information

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

  • Database links

Other Details

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