Promoting social communication in high functioning individuals with autistic spectrum disorders

Area of Science:

• Developmental Psychology
• Special Education
• Clinical Psychology

Background:

• Autism Spectrum Disorder (ASD) presents significant challenges in social communication.
• Early and ongoing interventions are crucial for improving social skills in autistic individuals.
• A variety of intervention approaches exist, requiring synthesis for effective application.

Purpose of the Study:

• To review existing social communication interventions for students with autism.
• To examine different mediation methods (adult-mediated, peer-mediated) and program structures (structured, child-centered, hybrid).
• To identify programs focusing on generalization and maintenance of skills and provide recommendations for Asperger syndrome.

Main Methods:

• Systematic literature review of social communication interventions.
• Categorization of interventions by age group (preschool, school-age, adolescent).
• Analysis of intervention methodologies and focus on skill transfer.

Main Results:

• A range of adult-mediated and peer-mediated interventions are available.
• Interventions vary in structure, including highly structured, child-centered, and hybrid approaches.
• Programs emphasizing generalization and maintenance are highlighted.

Conclusions:

• Effective social communication interventions exist for autistic students across developmental stages.
• The choice of intervention should consider the student's age and specific needs, including those with Asperger syndrome.
• Further research and program development should focus on skill generalization and long-term maintenance.