scholarly journals A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism

2018 ◽  
Vol 3 ◽  
pp. 239694151880380 ◽  
Author(s):  
Cheong Ying Sng ◽  
Mark Carter ◽  
Jennifer Stephenson
Keyword(s):  
Autism Spectrum Disorder ◽  
Eye Gaze ◽  
Relevant Information ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Conversation Skills ◽  
Conversational Skills ◽  
Contradictory Finding ◽  
Communication Breakdowns ◽  
Pragmatic Aspects

Background and aims: Given that problems with social interaction and communication are defining features of autism spectrum disorder, it stands to reason that individuals with autism spectrum disorder have difficulties in conversation. There is a growing body of research on the conversation skills of individuals with autism spectrum disorder, including research conducted to compare these skills to those of typically developing individuals and those with other disabilities. Such comparisons may offer insight into the extent to which conversational skills may be deficient and whether deficits are unique to a particular diagnostic group. Main contribution: This review provides an examination of comparative studies of pragmatic aspects of conversation that included individuals with autism spectrum disorder. Only a small number of consistent findings emerged from the analysis. Groups with autism spectrum disorder find it difficult to stay on topic and provide novel, relevant information. They also tend to perseverate more and initiate and respond less during conversation but, contrary to expectation, similar numbers of turns were offered to partners, and there was little difference in the way communication breakdowns were repaired or clarified. There was a contradictory finding on the use of eye gaze. Conclusions and implications: Some consistent findings were reported but overall, fewer than expected between group differences were found. The fragmented nature of the research and inconsistent operational definitions of variables measured made analysis problematic. Further research and replication of studies is recommended before definitive conclusions can be drawn.

Incidental Teaching of Conversational Skills for Students With Autism Spectrum Disorder

2021 ◽  
pp. 004005992199040
Author(s):  
William Blackwell ◽  
Nancy Stockall
Keyword(s):  
Autism Spectrum Disorder ◽  
Peer Relationships ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Incidental Teaching ◽  
Team Members ◽  
Conversation Skills ◽  
Conversational Skills ◽  
Students With Autism ◽  
Target Skills

This article describes a process for the incidental teaching of conversation skills to students with autism spectrum disorder (ASD) in inclusive settings. The incidental teaching of conversation skills is an effective naturalistic intervention for assisting students with ASD to improve their social communication skills. Special educators and other stakeholders can implement this strategy by following the RACTF process: 1) recruit and prepare team members, 2) assess and identify target conversational skills, 3) identify natural cueing conditions and times to focus on target skills, 4) introduce and teach the target skills, and 5) fade prompts and practice the target skills in new settings. By improving the conversation skills of students with ASD, students have a higher likelihood of establishing peer relationships and becoming engaged, active participants in the classroom and other school environments.

Teaching a Student With Autism Spectrum Disorder On-Topic Conversational Responses With an iPad: A Pilot Study

2016 ◽  
Vol 41 (1) ◽  
pp. 18-34 ◽  
Author(s):  
Cheong Ying Sng ◽  
Mark Carter ◽  
Jennifer Stephenson
Keyword(s):  
Autism Spectrum Disorder ◽  
Pilot Study ◽  
School Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Tablet Devices ◽  
Experimental Control ◽  
Conversation Skills ◽  
Conversational Skills

Scripts in written or auditory form have been used to teach conversational skills to individuals with autism spectrum disorder (ASD), but with the proliferation of handheld tablet devices the scope to combine these 2 formats has broadened. The aim of this pilot study was to investigate if a script-based intervention, presented on an iPad conversational app, would be effective in teaching basic conversation skills within a school setting. A multiple baseline with probe design across scripts was employed to teach a student with ASD on-topic responses. Experimental control was demonstrated across 2 of the 3 baselines. Surprisingly, a substantial degree of generalisation was evident, which may have compromised demonstration of experimental control. This app may be a practical and effective tool for teaching on-topic responses to an individual with ASD, and further research is warranted.

Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 158-165
Author(s):  
Geralyn Timler
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Conversation Skills ◽  
School Aged Children ◽  
Adolescents With Autism ◽  
Social Tasks ◽  
Nonverbal Skills

AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.

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