scholarly journals Early pragmatic language difficulties in siblings of children with autism: implications for DSM ‐5 social communication disorder?

2014 ◽  
Vol 56 (7) ◽  
pp. 774-781 ◽  
Author(s):  
Meghan Miller ◽  
Gregory S. Young ◽  
Ted Hutman ◽  
Scott Johnson ◽  
A.J. Schwichtenberg ◽  
...  
Keyword(s):  
Social Communication ◽  
Children With Autism ◽  
Pragmatic Language ◽  
Communication Disorder ◽  
Dsm 5 ◽  
Social Communication Disorder ◽  
Language Difficulties

scholarly journals Diagnosing and Teaching Students with Social Communication Disorder in Included Classrooms

2020 ◽  
Vol 9 (4) ◽  
pp. 94
Author(s):  
Christopher F. Mulrine ◽  
Betty Kollia
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Communication Disorder ◽  
Dsm 5 ◽  
Social Communication Disorder

Autism Spectrum Disorder (ASD) was for many years considered to be one of five pervasive developmental disorders (PDD) as defined in the 4th edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association (APA, 2000). These disorders included Autism, Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (not otherwise specified), and Asperger’s syndrome. The 2013, fifth revision of the manual (DSM-5) presented a modification in the diagnosis for Autism Spectrum Disorder. It is now being diagnosed as an inclusive disorder of a range of symptoms or autism related symptoms from mild to severe (APA, 2013). It has dropped four of the previous diagnoses and is now only one encompassing disability called Autism Spectrum Disorder. Using the new DSM-5 diagnostic criteria some students who were previously diagnosed as having Asperger’s Syndrome do not fit the new Autism Spectrum Disorder criteria. These students might now be diagnosed with Social Communication Disorder (SCD). This diagnosis meets the symptoms presented by these individuals more appropriately. SCD describes the social difficulties and pragmatic language differences that impact comprehension, production, and awareness in conversation that are not caused by delayed cognition or other language delays.

Autism Spectrum Disorder: Past, Present, and Future

2013 ◽  
Vol 22 (3) ◽  
pp. 131-138 ◽  
Author(s):  
Pat Mirenda
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Diagnostic Category ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Disorder ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Social Communication Disorder

Abstract This paper describes recent changes to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) that may affect AAC service availability to individuals with Autism Spectrum Disorder (ASD) and Social Communication Disorder, a new diagnostic category. In addition, it provides a summary of research on the proportion of individuals with ASD who do not develop functional speech and, thus, rely on AAC. Finally, it emphasizes the importance of conventional literacy instruction for this population, with specific attention to the need to provide alternatives to handwriting, based on recent research.

scholarly journals Social communication disorder: a narrative review on current insights

2018 ◽  
Vol Volume 14 ◽  
pp. 2039-2046 ◽  
Author(s):  
Zehra Topal ◽  
Nuran Demir Samurcu ◽  
Sarper Taskiran ◽  
A. Evren Tufan ◽  
Bengi Semerci
Keyword(s):  
Social Communication ◽  
Narrative Review ◽  
Communication Disorder ◽  
Social Communication Disorder

scholarly journals Evaluation of a manualised speech and language therapy programme for children with social communication disorder: the SCIP feasibility study

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Catherine Adams ◽  
Jacqueline Gaile ◽  
Hazel Roddam ◽  
Janet Baxendale ◽  
Laura Clitheroe ◽  
...  
Keyword(s):  
Feasibility Study ◽  
Social Communication ◽  
Expert Panel ◽  
Communication Disorder ◽  
Future Trial ◽  
Speech And Language ◽  
Language Therapy ◽  
Post Intervention ◽  
Social Communication Disorder ◽  
Therapy Programme

Abstract Background Children with Social (Pragmatic) Communication Disorder (SPCD) have long-term needs in using and processing social language and have a high risk of later mental health difficulties. A manualised speech and language therapy programme, the Social Communication Intervention Programme (SCIP) provides therapy content for SPCD. A feasibility study is required to derive more precise estimates of key parameters for a future trial of SCIP. Aims To assess the feasibility of conducting a substantive randomized controlled trial of SCIP for children with SPCD. Methods A questionnaire was distributed to paediatric speech and language therapists in England. Survey questions addressed number of eligible children, routine intervention provision and trial recruitment factors. In the second phase, a single-arm intervention feasibility study was completed. Fifteen speech and language practitioners identified 24 children aged 5–11 years with SPCD. Practitioners received training/supervision to deliver 20 SCIP therapy sessions to each child. At time 1, parents of participating children provided three communication goals; expected steps in each goal were defined. After intervention, parents and practitioners independently rated each goal compared to baseline ability. Two research practitioners compared parent post-intervention commentaries with outcome scores to derive guidance about clinical significance. All practitioners recorded audio commentaries on therapy experiences. Post-intervention interviews were conducted with 6 practitioners and 6 parents. An expert panel completed a Delphi consultation on trial design. Results Routine practice for SPCD varies widely. Children tend to be embedded in autism provision. Participation in a future trial was well supported provided resources are available to services. Outcomes analysis indicated all children except one made some progress on parent ratings; all children made progress on practitioner ratings. A power analysis for a future trial was carried out using current outcome measure as putative primary endpoint. Practitioners’ audio-diaries provided suggestions for training and adaption in a future trial. Outcomes and therapy methods were acceptable to practitioners and parents. Conclusions The feasibility study evaluated a novel outcome measure of social communication skills in SPCD. A power calculation indicated a feasible framework for a trial within a realistic period of time. Recommendations for recruitment methods, adaptation of manual and training were supported by practitioners and an expert panel. Trial registration Title: Speech-language therapy for child social communication disorder Trial ID: ISRCTN48030419. Date registered: January 1, 2017. Registered retrospectively.

Integrating Language, Pragmatics, and Social Intervention in a Single-Subject Case Study of a Child With a Developmental Social Communication Disorder

2015 ◽  
Vol 46 (4) ◽  
pp. 294-311 ◽  
Author(s):  
Catherine Adams ◽  
Jacqueline Gaile ◽  
Elaine Lockton ◽  
Jenny Freed
Keyword(s):  
Language Processing ◽  
Social Communication ◽  
Classroom Behavior ◽  
Expressive Language ◽  
Outcome Measurement ◽  
Receptive Language ◽  
Communication Intervention ◽  
Single Subject ◽  
Communication Disorder ◽  
Social Communication Disorder

Purpose This clinical focus article presents an illustration of a complex communication intervention, the Social Communication Intervention Programme (SCIP), as delivered to a child who has a social communication disorder (SCD). The SCIP intervention combined language processing and pragmatic and social understanding therapies in a program of individualized therapy activities and in close liaison with families. Method The study used an enhanced AB single-subject design in which an 8-year-old child with an SCD participated in 20 therapy sessions with a specialist speech-language pathologist. A procedure of matching assessment findings to intervention choices was followed to construct an individualized treatment program. Examples of intervention content and the embedded structure of SCIP are illustrated. Observational and formal measurements of receptive and expressive language, conversation, and parent–teacher ratings of social communication were completed before therapy, after therapy, and at a 6-month follow-up session. Results Outcomes revealed change in total and receptive language scores but not in expressive language. Conversation showed marked improvement in responsiveness, appreciation of listener knowledge, turn taking, and adaptation of discourse style. Teacher-reported outcomes included improved classroom behavior and enhanced literacy skills. Parent-reported outcomes included improved verbal interactions with family members and personal narratives. Conclusions This clinical focus article demonstrates the complexity of needs in a child with an SCD and how these can be addressed in individualized intervention. Findings are discussed in relation to the essential nature of language support including pragmatic therapy for children with SCDs. Discussion of the role of formal and functional outcome measurement as well as the proximity of chosen outcomes to the intervention is included.

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