“Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism

Autism ◽  
2013 ◽  
Vol 19 (1) ◽  
pp. 73-83 ◽  
Author(s):  
Potheini Vaiouli ◽  
Kharon Grimmet ◽  
Lawrence J Ruich
Keyword(s):  
Young Children ◽  
Social Communication ◽  
Children With Autism ◽  
Joint Engagement ◽  
Young Children With Autism

Automated Measures to Understand Communication Opportunities for Young Children With Autism in the Community: A Pilot Study

2019 ◽  
Vol 39 (2) ◽  
pp. 124-130 ◽  
Author(s):  
Lauren M. Little ◽  
Joanne P. Rojas ◽  
Anna Bard ◽  
Ying Luo ◽  
Dwight Irvin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Young Children ◽  
Community Participation ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Similar Amount ◽  
Social Communication Skills ◽  
Children With Asd ◽  
Young Children With Autism

Community participation is vital to children’s development and provides opportunities to practice social communication skills. Although previous studies suggest that young children with autism spectrum disorders (ASD) experience decreased community participation, there is little empirical evidence on the precise patterns of participation that may influence social communication opportunities. Therefore, this pilot study investigated the communication among families of children with ASD ( n = 5) versus typical development (TD; n = 5) across various community locations. We used automated, objective measures: the Language ENvironmental Analysis (LENA) system™ to measure the amount of communication and integrated this with a Global Positioning System (GPS; that is, Qstarz™) to measure community location. Results showed that families of children with ASD and TD spent a similar amount of time in community locations; however, there were differences in the amount of adult talk directed toward children with ASD versus TD across community locations. Findings suggest that automated measures may be successfully integrated to quantify social communication during community participation.

scholarly journals Parent-mediated social communication therapy for young children with autism (PACT): long-term follow-up of a randomised controlled trial

The Lancet ◽  
2016 ◽  
Vol 388 (10059) ◽  
pp. 2501-2509 ◽  
Author(s):  
Andrew Pickles ◽  
Ann Le Couteur ◽  
Kathy Leadbitter ◽  
Erica Salomone ◽  
Rachel Cole-Fletcher ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Young Children ◽  
Social Communication ◽  
Controlled Trial ◽  
Children With Autism ◽  
Long Term Follow Up ◽  
Young Children With Autism ◽  
Randomised Controlled

scholarly journals Peer-Mediated AAC Instruction for Young Children With Autism and other Developmental Disabilities

2012 ◽  
Vol 21 (4) ◽  
pp. 159-166 ◽  
Author(s):  
Kathy Thiemann-Bourque
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Social Communication ◽  
Augmentative And Alternative Communication ◽  
Best Practice ◽  
Children With Autism ◽  
Picture Exchange Communication System ◽  
Play Skills ◽  
Social Reciprocity ◽  
Young Children With Autism

Abstract Many young children with developmental disabilities (DD) have significant delays in social, communication, and play skills. For those children learning to use augmentative and alternative communication (AAC), successful social interactions with peers will require explicit instruction on the same system for both communication partners. Peer-mediated (PM) interventions are recommended best practice based on more than 30 years of research with young children with autism and other DDs. Integrating direct AAC instruction within PM programs to advance social reciprocity in typical preschool routines is a necessary and important next step for young AAC users. In this article, I will summarize the design and outcomes of two PM AAC studies documenting positive social outcomes for preschool children with severe autism. I will also highlight strategies to recruit peers without disabilities, teach peer partners how to use AAC systems (e.g., Picture Exchange Communication System [PECS], Speech Generating Devices [SGDs]), and engineer the preschool classroom for successful AAC communication. I will describe data collection procedures for measuring changes in reciprocal child and peer social communication interactions.

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