Skill #4 – Effective Social Communication

Purpose Pragmatic language is important for social communication across all settings. Children adopted internationally (CAI) may be at risk of poorer pragmatic language because of adverse early care, delayed adopted language development, and less ability to inhibit. The purpose of this study was to compare pragmatic language performance of CAI from Asian and Eastern European countries with a nonadopted group of children who were of the same age and from similar socioeconomic backgrounds as well as explore the relationship among emotion identification, false belief understanding, and inhibition variables with pragmatic language performance. Method Using a quasi-experimental design, 35 four-year-old CAI (20 Asian, 15 Eastern European) and 33 children who were not adopted were included in this study. The children's pragmatic language, general language, and social communication (emotion identification of facial expressions, false belief understanding, inhibition) were measured. Comparisons by region of origin and adoption experience were completed. We conducted split-half correlation analyses and entered significant correlation variables into simple and backward regression models. Results Pragmatic language performance differed by adoption experience. The adopted and nonadopted groups demonstrated different correlation patterns. Language performance explained most of the pragmatic language variance. Discussion Because CAI perform less well than their nonadopted peers on pragmatic communication measures and different variables are related to their pragmatic performance, speech-language pathologists may need to adapt assessment and intervention practices for this population.

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Applying Item Response Theory Modeling to Identify Social (Pragmatic) Communication Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00284 ◽

2020 ◽

Vol 63 (6) ◽

pp. 1916-1932 ◽

Cited By ~ 1

Author(s):

Haiying Yuan ◽

Christine Dollaghan

Keyword(s):

Item Response Theory ◽

Item Response ◽

Sensitivity And Specificity ◽

Social Communication ◽

National Database ◽

Communication Disorder ◽

Social Communication Questionnaire ◽

Autism Research ◽

The Social ◽

Pragmatic Communication

Purpose No diagnostic tools exist for identifying social (pragmatic) communication disorder (SPCD), a new Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition category for individuals with social communication deficits but not the repetitive, restricted behaviors and interests (RRBIs) that would qualify them for a diagnosis of autism spectrum disorder (ASD). We explored the value of items from a widely used screening measure of ASD for distinguishing SPCD from typical controls (TC; Aim 1) and from ASD (Aim 2). Method We applied item response theory (IRT) modeling to Social Communication Questionnaire–Lifetime ( Rutter, Bailey, & Lord, 2003 ) records available in the National Database for Autism Research. We defined records from putative SPCD ( n = 54), ASD ( n = 278), and TC ( n = 274) groups retrospectively, based on National Database for Autism Research classifications and Autism Diagnostic Interview–Revised responses. After assessing model assumptions, estimating model parameters, and measuring model fit, we identified items in the social communication and RRBI domains that were maximally informative in differentiating the groups. Results IRT modeling identified a set of seven social communication items that distinguished SPCD from TC with sensitivity and specificity > 80%. A set of five RRBI items was less successful in distinguishing SPCD from ASD (sensitivity and specificity < 70%). Conclusion The IRT modeling approach and the Social Communication Questionnaire–Lifetime item sets it identified may be useful in efforts to construct screening and diagnostic measures for SPCD.

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Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00004 ◽

2020 ◽

Vol 51 (4) ◽

pp. 1139-1155

Author(s):

Jenny M. Burton ◽

Nancy A. Creaghead ◽

Noah Silbert ◽

Allison Breit-Smith ◽

Amie W. Duncan ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Adaptive Behavior ◽

Social Communication ◽

High Functioning Autism ◽

Autism Spectrum ◽

Vineland Adaptive Behavior Scales ◽

High Functioning ◽

Expressive Communication ◽

Vineland Adaptive Behavior ◽

Structural Language

Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)—18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language–Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals–Fifth Edition. Parents completed the Children's Communication Checklist–2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales–Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals–Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales–Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD.

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Treatment Considerations for Adolescents Who Exhibit Cognitive/Communication Problems: A Neuroscience Perspective

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00071 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1767-1775

Author(s):

Martha S. Burns

Keyword(s):

Social Communication ◽

Transition Period ◽

Clinical Intervention ◽

Review Article ◽

Sensitive Period ◽

Clinical Implications ◽

Evidence Based ◽

Communication Problems ◽

Treatment Considerations ◽

Behavioral Growth

Purpose Adolescence is a period of substantial neurophysiological and behavioral growth, representing a second sensitive period of brain development. It is a psychological and social transition period between childhood and adulthood with many beneficial changes occurring, especially with respect to potential responsiveness to clinical intervention. However, adolescent behavioral complexities introduce clinical challenges as well. The purpose of this review article is to review the current neuroimaging research on neurophysiological changes observed during adolescence and the cognitive and social behavioral counterparts, with specific attention to the clinical implications. The review article will then summarize currently available intervention tools that can be utilized by speech-language pathologists working with this population. It will conclude with available evidence-based social-communication approaches that may be applicable as well as available evidence-based supplemental technological cognitive interventions that may be useful in working with adolescents who exhibit language and communication issues. Conclusion As a transition period between childhood and adulthood, adolescence represents a second sensitive period during which there is opportunity for clinically derived beneficial cognitive and communication growth.

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Social Communication Intervention for an Adult with Asperger Syndrome: Experiences, Perspectives, and Challenges

Perspectives on Language Learning and Education ◽

10.1044/lle21.1.29 ◽

2014 ◽

Vol 21 (1) ◽

pp. 29-37

Author(s):

Siva priya Santhanam

Keyword(s):

Asperger Syndrome ◽

Social Communication ◽

Autism Spectrum ◽

Childhood And Adolescence ◽

Work Settings ◽

Social Abilities ◽

Old Adult ◽

Social Communication Intervention ◽

Highly Able ◽

Organizational Needs

Adults on the autism spectrum, despite having received intervention throughout their childhood and adolescence, continue to experience challenges with everyday social interactions, forming and maintaining relationships, and social abilities needed in work settings. This article presents a case example of a 22-year-old adult with Asperger syndrome, and highlights the issues in providing intervention for highly able young adults on the autism spectrum. A unique feature of this report is the inclusion of the client's own insights into his experiences, perspectives, and challenges with the intervention. The approaches used to address his social communication and organizational needs are outlined, and clinical implications discussed.

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Perspectives: A Process Approach to Social Communication for Adolescents With Asperger's Syndrome Using Radio Interviewing

Perspectives on School-Based Issues ◽

10.1044/sbi12.4.110 ◽

2011 ◽

Vol 12 (4) ◽

pp. 110-120

Author(s):

Amy Thrasher ◽

Jennifer Wilger ◽

Matthew Goldman ◽

Catharine Whitlatch

Keyword(s):

Social Communication ◽

Social Skill ◽

Asperger's Syndrome ◽

Asperger’S Syndrome ◽

Process Approach ◽

Communication Intervention ◽

Social Thinking ◽

Social Communication Intervention

Abstract The Perspectives program is a unique collaborative social communication intervention for adolescents with Asperger's syndrome and similar learning profiles. Clinicians use radio interviews as the vehicle to explicitly teach the process of social communication. Social skill objectives are addressed through this process approach, which was adapted from the framework of Social Thinking (Winner, 2002)

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