Relevant bibliographies by topics / Autism, Pragmatic language, Social skills

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Autism, Pragmatic language, Social skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Autism, Pragmatic language, Social skills"

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Friedman, Laura, and Audra Sterling. "A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder." Seminars in Speech and Language 40, no. 04 (July 16, 2019): 291–304. http://dx.doi.org/10.1055/s-0039-1692964.

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AbstractDifficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.
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Reichow, Brian, Shawn Salamack, Rhea Paul, Fred R. Volkmar, and Ami Klin. "Pragmatic Assessment in Autism Spectrum Disorders." Communication Disorders Quarterly 29, no. 3 (May 2008): 169–76. http://dx.doi.org/10.1177/1525740108318697.

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The purpose of this study was to investigate the concurrent validity of subtests on the Comprehensive Assessment of Spoken Language (CASL) by comparing them with the assessment of communication and social skills on the Vineland Adaptive Behavior Scales ( Vineland). The participants were 35 children and adolescents with higher functioning autism spectrum disorders (ASD) who had received both the CASL and the Vineland. Results of the study suggest that the Pragmatic Judgment and Inferences subtests of the CASL appeared to document the difficulties that individuals with ASD had in adaptive use of language for communication.
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Binns, Amanda V., and Janis Oram Cardy. "Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review." Autism & Developmental Language Impairments 4 (January 2019): 239694151882449. http://dx.doi.org/10.1177/2396941518824497.

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Background and aims Developmental social pragmatic interventions are one treatment option for supporting the social communication and language skills of preschool children with autism spectrum disorder. Our first aim was to differentiate interventions using a developmental social pragmatic model from other developmental or naturalistic behavioral approaches. We applied explicit criteria outlining core features of developmental social pragmatic interventions to identify programs that use these core features. We then systematically reviewed studies examining the impact of developmental social pragmatic interventions in supporting (a) foundational social communication and language skills of preschool children with autism spectrum disorder and (b) caregiver interaction style. Additionally, we reviewed results exploring mediators and potential factors influencing children’s response to developmental social pragmatic interventions. Methods A multistep comprehensive search strategy was used to identify developmental social pragmatic treatments and studies examining their effectiveness for preschool children with autism spectrum disorder. The characteristics of each study and their outcomes were then reviewed, and a modified Critical Appraisal Skills Programme tool was used to evaluate rigor. Main contribution/Results Six interventions that met criteria to be classified as developmental social pragmatic are examined within this review. Ten studies of varying methodological rigor met criteria for inclusion and collectively reported on the outcomes of 716 preschool-aged children with autism spectrum disorder. All of the studies examined foundational communication outcomes and all but one reported positive outcomes for at least one of the measures. Seven studies examined language outcomes. While results were positive for language use within natural contexts, they were mixed for overall, receptive, and expressive language. Parents’ interaction styles significantly changed postintervention, namely in terms of increased responsiveness, synchronous behavior, use of affect, and decreased directiveness. Only two studies conducted formal mediation analysis and found that parent responsiveness and synchronous behavior were related to children’s positive response to treatment. Conclusions This review suggests that developmental social pragmatic treatments positively impact children’s foundational communication capacities (i.e. attention, social referencing, joint attention, initiation, reciprocity). Positive findings were not consistently found for supporting children’s language. Further, methodologically rigorous studies are needed to draw definitive conclusions. Additional research exploring components of developmental social pragmatic treatments that might mediate response to treatment is needed. Implications This review provides synthesized information for clinicians, families, and researchers on the effectiveness of developmental social pragmatic interventions for improving children’s foundational communication. It also suggests directions for future research and provides ideas for enhancing methodological rigor and promoting more homogeneity among treatment implementation and outcome assessments.
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Donno, R., G. Parker, J. Gilmour, and D. H. Skuse. "Social communication deficits in disruptive primary-school children." British Journal of Psychiatry 196, no. 4 (April 2010): 282–89. http://dx.doi.org/10.1192/bjp.bp.108.061341.

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BackgroundParent and teacher data, from questionnaire surveys, suggest that school-identified disruptive children often have pragmatic language deficits of an autistic type.AimsThis replication study aimed to confirm earlier findings, using individual clinical assessment to investigate traits of autism-spectrum disorder in disruptive children.MethodPersistently disruptive children (n = 26) and a comparison group (n = 22) were recruited from primary schools in a deprived inner-city area. Measures included standardised autism diagnostic interviews (with parents) and tests of IQ, social cognition, theory of mind and attention (with children).ResultsThe disruptive children possessed poorer pragmatic language skills (P<0.0001) and mentalising abilities (P<0.05) than comparisons. Nine disruptive children (35%) met ICD–10 criteria for atypical autism or Asperger syndrome.ConclusionsMany persistently disruptive children have undetected disorders of social communication, which are of potential aetiological significance.
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Wilson, Alexander C., and Dorothy V. M. Bishop. ""If you catch my drift...": ability to infer implied meaning is distinct from vocabulary and grammar skills." Wellcome Open Research 4 (July 10, 2019): 68. http://dx.doi.org/10.12688/wellcomeopenres.15210.2.

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Background: Some individuals with autism find it challenging to use and understand language in conversation, despite having good abilities in core aspects of language such as grammar and vocabulary. This suggests that pragmatic skills (such as understanding implied meanings in conversation) are separable from core language skills. However, it has been surprisingly difficult to demonstrate this dissociation in the general population. We propose that this may be because prior studies have used tasks in which different aspects of language are confounded. Methods: The present study used novel language tasks and factor analysis to test whether pragmatic understanding of implied meaning, as part of a broader domain involving social understanding, is separable from core language skills. 120 adult participants were recruited online to complete a 7-task battery, including a test assessing comprehension of conversational implicature. Results: In confirmatory analysis of a preregistered model, we compared whether the data showed better fit to a two-factor structure (including a “social understanding” and “core language” factor) or a simpler one-factor structure (comprising a general factor). The two-factor model showed significantly better fit. Conclusions: This study supports the view that interpreting context-dependent conversational meaning is partially distinct from core language skills. This has implications for understanding the pragmatic language impairments reported in autism.
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Wilson, Alexander C., and Dorothy V. M. Bishop. ""If you catch my drift...": ability to infer implied meaning is distinct from vocabulary and grammar skills." Wellcome Open Research 4 (August 30, 2019): 68. http://dx.doi.org/10.12688/wellcomeopenres.15210.3.

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Background: Some individuals with autism find it challenging to use and understand language in conversation, despite having good abilities in core aspects of language such as grammar and vocabulary. This suggests that pragmatic skills (such as understanding implied meanings in conversation) are separable from core language skills. However, it has been surprisingly difficult to demonstrate this dissociation in the general population. We propose that this may be because prior studies have used tasks in which different aspects of language are confounded. Methods: The present study used novel language tasks and factor analysis to test whether pragmatic understanding of implied meaning, as part of a broader domain involving social understanding, is separable from core language skills. 120 adult participants were recruited online to complete a 7-task battery, including a test assessing comprehension of conversational implicature. Results: In confirmatory analysis of a preregistered model, we compared whether the data showed better fit to a two-factor structure (including a “social understanding” and “core language” factor) or a simpler one-factor structure (comprising a general factor). The two-factor model showed significantly better fit. Conclusions: This study supports the view that interpreting context-dependent conversational meaning is partially distinct from core language skills. This has implications for understanding the pragmatic language impairments reported in autism.
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Dillon, Emily, Calliope Holingue, Dana Herman, and Rebecca J. Landa. "Psychometrics of the Pragmatic Rating Scale for School-Age Children With a Range of Linguistic and Social Communication Skills." Journal of Speech, Language, and Hearing Research 64, no. 9 (September 14, 2021): 3477–88. http://dx.doi.org/10.1044/2021_jslhr-20-00753.

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Purpose Social communication or pragmatic skills are continuously distributed in the general population. Impairment in these skills is associated with two clinical disorders, autism spectrum disorder (ASD) and social (pragmatic) communication disorder. Such impairment can impact a child's peer acceptance, school performance, and current and later mental health. Valid, reliable, examiner-rated observational measures of social communication from a semistructured language sample are needed to detect social communication impairment. We evaluated the psychometrics of an examiner-rated measure of social (pragmatic) communication, the Pragmatic Rating Scale–School Age (PRS-SA). Method The analytic sample consisted of 130 children, ages 7–12 years, from five mutually exclusive groups: ASD ( n = 25), language concern (LC; n = 5), ASD + LC ( n = 10), social communication impairment only ( n = 22), and typically developing (TD; n = 68). All children received language and autism assessments. The PRS-SA was rated separately using video-recorded communication samples from the Autism Diagnostic Observation Schedule. Assessment data were employed to evaluate the psychometrics of the PRS-SA. Analysis of covariance models were used to assess whether the PRS-SA would detect differences in social communication functioning across the five groups. Results The PRS-SA demonstrated strong internal reliability, concurrent validity, and interrater reliability. PRS-SA scores were significantly higher in all groups compared to the TD group and differed significantly in most pairwise comparisons; the ASD + LC group had the highest (more atypical) scores. Conclusions The PRS-SA shows promise as a measure of social communication skills in school-age verbally fluent children with a range of social and language abilities. More research is needed with a larger sample, including a wider age range and geographical diversity, to replicate findings. Supplemental Material https://doi.org/10.23641/asha.15138240
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Volden, Joanne, R. F. Mulcahy, and G. Holdgrafer. "Pragmatic language disorder and perspective taking in autistic speakers." Applied Psycholinguistics 18, no. 2 (April 1997): 181–98. http://dx.doi.org/10.1017/s0142716400009966.

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ABSTRACTThe relationship between pragmatic referential communication skill and the cognitive ability to assess and assume another person's conceptual viewpoint was investigated in the autistic population. Ten high functioning autistic adolescents and young adults were matched for age and sex to normally developing controls and given referential communication and perspectivetaking tasks that had been previously demonstrated to be of comparable complexity. The groups were selected to be similar in terms of language skill.But despite their intact, elementary perspective-taking skills, the autistic subjects displayed significant communicative dysfunction. This suggests that factors other than a deficiency in the development of a “theory of mind” are significant contributors to the social communicative disorder associated with autism.
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Loukusa, Soile, Leena Mäkinen, Sanna Kuusikko-Gauffin, Hanna Ebeling, and Eeva Leinonen. "Assessing social-pragmatic inferencing skills in children with autism spectrum disorder." Journal of Communication Disorders 73 (May 2018): 91–105. http://dx.doi.org/10.1016/j.jcomdis.2018.01.006.

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Kuschke, Silva, Bart Vinck, and Salomé Geertsema. "A combined prosodic and linguistic treatment approach for language-communication skills in children with autism spectrum disorders: A proof-of-concept study." South African Journal of Childhood Education 6, no. 1 (July 29, 2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.290.

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<p>This study aimed to determine whether the use of prosodically varied speech within a traditional language therapy framework had any effect on the listening skills, pragmatic skills and social interaction behaviour of three children with autism spectrum disorder (ASD). A single participant multiple baseline design across behaviours was implemented. Three participants with ASD were selected for this research. The listening skills, pragmatic skills and social interaction behaviour of the participants were compared before treatment, after a 3-week <br />period of treatment and after a 2-week withdrawal period from treatment, utilising prosodically varied speech within a traditional language therapy approach. Statistical significance was not calculated for each individual due to the limited data, but visual inspection indicated that all the participants showed positive behavioural changes in performance across all areas after 3 weeks of treatment, independent of their pre-treatment performance level. The use of <br />prosodically varied speech within a traditional language therapy framework appears to be a viable form of treatment for children with ASD.</p>
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Dissertations / Theses on the topic "Autism, Pragmatic language, Social skills"

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Ostashchenko, Ekaterina. "Access to lexical meaning in children with Autism Spectrum Disorder: Reconsidering the role of socio-pragmatic understanding." Doctoral thesis, Universite Libre de Bruxelles, 2018. https://dipot.ulb.ac.be/dspace/bitstream/2013/277377/5/Contrat.pdf.

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Let’s imagine a typical word-learning scenario. A toddler sits in her highchair in the kitchen and waits for her lunch. Her mother says: “Use a spoon to eat your meal”. Several objects are placed in front of the child. She can see a dish with her lunch, a spoon, a cup, a sugar bowl, a milk jar, her mother’s plate and a second cup. All these objects, present in the visual array, must be identified by the toddler; she must also parse the auditory stream into segments and determine which words are familiar and which ones are potentially new. If the child does not know the word “spoon”, she will need to use the event of naming of this referent by her mother to adjust her attention to the relevant referent. She also needs to update her representation of this word upon hearing it in different contexts with different speakers and, perhaps, different types of spoons. Efficient attention allocation in this word-learning situation will clearly contribute to the success of mapping; the degree of encoding of the word-form and of its meaning will certainly influence whether this word enters the child’s vocabulary.The complexity of such a typical scenario seems very challenging for a toddler whose cognitive resources are still far from being fully mature. Unsurprisingly, several accounts of how toddlers manage to solve this task are currently on the market. The problem of ambiguity associated with meaning-to-referent mapping (several objects co-presented in the visual scene) and with word form-to-meaning mapping (the correct word is to be singled out among phonological competitors) might be even more challenging for children who present an atypical developmental trajectory.Children with Autism Spectrum Disorder and toddlers at risk for the disorder were found to acquire their vocabularies at a slower rate than their typically developing peers. In the contemporary literature, this delay in lexical knowledge acquisition is associated with poor socio-pragmatic understanding that presumably limits children’s capacity to establish referents for words in social contexts. Since impaired understanding of social interaction is a core characteristic of the cognitive profile of individuals with ASD, such an explanation of the delay in language development seems very plausible. However, several other theoretical accounts hold that in typical development socio-pragmatic skills emerge, bottom-up, through more domain-general processing of interactional experiences. In line with the latter views, it can be hypothesized that delays in lexical acquisition in ASD are not directly linked to poor socio-pragmatic understanding but are caused by low-level deficits and atypical attention allocation during word learning.Research programs on lexical learning and processing in ASD thus face the existence of different, contradictory theories of first language acquisition in typical development. Deciding a priori to build one’s experimental study against this or that theoretical background carries the risk of a limited interpretation of experimental results. A more promising way to deal with the variety of available theories of language acquisition is rather to directly confront the existing paradigms and to plan the study design in accordance. This is the approach that I privilege here. In the studies presented within this thesis, I question how social cues are used to resolve ambiguity in meaning during word-learning tasks (chapter 1) and during referential processing in typically developing children (chapter 2) and in children with ASD (chapter 3). Not only do I attempt to compare the use of social cues in word-learning and of perspectival information in referential processing in children with and without ASD, but I also try to link these results with two opposing theoretical views: the one that postulates early reliance on socio-pragmatic understanding and the other that conceives of word-learning as not being necessarily grounded in social understanding. In Chapter 1, I present evidence that children with ASD, children with SLI and typically developing children learn novel words in a flexible way by selectively attending to mappings offered by previously accurate speakers. However, I also show that such learning is likely to be supported by a surface trait attribution mechanism, rather than by genuine socio-pragmatic understanding: children in both clinical groups fail to learn selectively, when learning requires genuinely building a model of the speakers’ epistemic states. Chapters 2 and 3 are devoted to referential communication. I adopt several analytical and methodological modifications to existing methods, which allows me to compare two different aspects of partner-dependent processing of referential precedents. Typically developing children can be expected to recognize precedents previously established with the same partner faster, because of an automatic priming mechanism. However, potential faster processing of broken precedents with a new partner could not be explained by a low-level memory mechanism and would strongly suggest that lexical processing is influenced by expectations about the child’s partner perspective. I present evidence that children with and without ASD do not spontaneously rely on common ground during referential processing and that partner-specific effects in processing are associated with low-level priming. In chapter 3, I report evidence of impaired ability to switch between different conceptual perspectives in children with ASD, which may lead to maladaptive behavior in communication. In the last chapter of this thesis, I explore how word form-to-meaning ambiguity is resolved in children with ASD and whether these children exhibit difficulty in correctly mapping similar-sounding novel words. The results of this study suggest that lexical activation in children with ASD may be impaired and they display deficits in suppressing phonological competitors. Taken together, the results presented in this doctoral dissertation suggest that delays in word acquisition in ASD are likely to be driven by deficits in domain-general cognitive development. Even though impaired socio-cognitive understanding may lead to difficulties in discourse and pragmatics in older children, delayed access to lexical meaning in young children with ASD is likely to be associated with disruptions in domain-general mechanisms of perception, attention and memory.
Doctorat en Langues, lettres et traductologie
info:eu-repo/semantics/nonPublished
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Kung, Chung-yan, and 龔頌欣. "Children with autism: central coherence and pragmatic communication skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4357189X.

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White, Katherine Elaine. "Agreement among parent ratings of children's pragmatic language and social skills." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461800536.

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Johnson, Marie A. F. "Video Modeling: Building Language and Social Skills in Individuals with Autism Spectrum Disorders." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1545.

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Leonard, Melinda Apel. "THE ROLE OF PRAGMATIC LANGUAGE USE IN MEDIATING THE RELATION BETWEEN ADHD SYMPTOMATOLOGY AND SOCIAL SKILLS." UKnowledge, 2009. http://uknowledge.uky.edu/gradschool_diss/779.

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The goal of the current study was to investigate the social skills of a community sample of children that would vary in their level of ADHD symptomatology (e.g., inattention and hyperactivity), with a specific focus on their communication patterns and pragmatic language use (PLU). The study explored whether PLU was associated with, and perhaps accounted for, the social skills problems children with different degrees of ADHD symptomatology experience. Pragmatic language use, ADHD symptomatology, and social skills were examined with traditional standardized measures as well as a detailed investigation of communication patterns and PLU obtained from sampling behaviors from a semi-structured dyadic communication task. A community sample of 54 children between the ages of 9 and 11 years participated. Pragmatic language use partially mediated the relation between ADHD symptomatology and social skills. These results indicate that although the correlation between ADHD and social skills drops from r = -.649, p < .01 to r = -.478, p < .01, when PLU is entered in the model, the correlation between ADHD and social skills still remains significant. Further, ADHD symptomatology and PLU both predicted social skills scores, and although ADHD symptomatology and PLU were related to one another, PLU provided a unique contribution in the estimate of children’s social skills of 10.5% above and beyond the contribution of ADHD symptomatology. However, ADHD symptomatology was the most influential predictor in uniquely accounting for approximately 19% of the differences in social skills outcomes above and beyond the contribution of PLU. Possible explanations as to why PLU mediates the relation between ADHD symptomatology and social skills are discussed. Implications and future research are discussed in terms of children with ADHD and peer relations.
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Lim, Nataly. "Examining the Effects of Differential Language on Social Skills in Bilingual Children with Autism Spectrum Disorder." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1432.

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The present study assessed the effects of differential language (English vs. heritage language) social skills in bilingual children with autism spectrum disorder (ASD). Four bilingual children with ASD (three Korean-American, and one Latino-American) participated in this study. Baseline consisted of 5-minute free-play sessions conducted in English. Intervention consisted of two alternating conditions: 5-minute play sessions conducted either in English or in the participant’s heritage language. A play-related instruction, contextually appropriate comment, and verbal praise were made every 30s during intervention. Dependent measures were play and social verbal behavior. Results demonstrated that participants displayed more play behaviors in heritage than English language sessions. No clear differences were found for social verbal behavior. Results are discussed in terms of the potential that the use of heritage language has in enhancing social skills interventions for children with ASD.
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Rubino, Cassandra Rose. "Case Conceptualization in Social Pragmatic Communication Disorder: An Exploration with Possible Theoretical Implications." Walsh University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1524228526519973.

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Dadgar, Majid. "Pattern Language: Identification of design opportunities for the child with Autism Spectrum Disorder (ASD) to develop his/her social skills." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313619497.

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Blum, Sheri Stein. "An Interpretative Phenomenological Analysis of Caregivers' Support for Their Preschool Children's Language and Social Skills Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1376.

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Some children have difficulty communicating due to a lack of age-appropriate language and social skills. Researchers have explored how music and language share features that shape language processing. The purpose of this interpretive phenomenological analysis was to explore the experiences of caregivers of preschool children who participated in a music-based program and to understand their perspectives related to children's language and social skill development. Learning style and sensory integration processing theories were used as framework to provide foundations of skills in this study. Research questions addressed caregivers' choices related to this program for their children, their experiences of their children's participation in the program, and how the caregivers perceive their children's language and social skills change as they participated in the program. Data from 8 participants were collected using narrative journals and interviews and were analyzed by identifying relationships and themes. Identified themes included the importance of choice of quality music program, improved language skills, improved social skills, and improvement in other areas. Caregivers reported that their children's language and social skills developed in the early weeks of participation in The Listening Program. Primary recommendations included providing opportunities to educate other parents and professionals about the benefits of music-based programs. Contributions to positive social change include the value of music-based programs as a complementary technique to aid language and social skill development in preschool aged children, and that children who participate become more effective communicators and interact more appropriately with others.
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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.

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Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time with varying skill levels, but no research has been conducted on the use of strategies with more than one child at a time. The current single-case research study addresses gaps in the literature by answering the following questions: (1) Is there a functional relation between coaching TAs to use EMT and increases in TA’s fidelity of implementation of EMT with a child dyad?; (2) Is there a functional relation between TA’s use of EMT and increases in child social communication skills?; and (3) Are TAs able to generalize the use of EMT across students with varying social communication skills and goals? Results suggest coaching TAs contributes to increases in fidelity of implementation of EMT strategies and subsequent increases in child social communication skills. TAs were able to generalize the use of EMT across students.
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Books on the topic "Autism, Pragmatic language, Social skills"

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Social communication cues for young children with autism spectrum disorders and related conditions: How to give great greetings, pay cool compliments and have fun with friends. Philadelphia: Jessica Kingsley Publishers, 2011.

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Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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Nikopoulos, Christos. Video modelling and behaviour analysis: Promoting social skills in children with autism. [S.l: The Author], 2003.

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Gray, Carol. Comic strip conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders. Arlington, Tex: Future Horizons, 1994.

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Comic strip conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders. Arlington, Tex: Future Horizons, 1994.

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Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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Ingersoll, Brooke. Teaching social communication to children with autism: A practitioner's guide to parent training. New York: Guilford Press, 2010.

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Ingersoll, Brooke. Teaching social communication to children with autism: A practitioner's guide to parent training. New York: Guilford Press, 2010.

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Book chapters on the topic "Autism, Pragmatic language, Social skills"

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Valdespino, Joanne. "Pragmatic Language Skills Inventory." In Encyclopedia of Autism Spectrum Disorders, 2326–27. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_503.

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Valdespino, Joanne. "Pragmatic Language Skills Inventory." In Encyclopedia of Autism Spectrum Disorders, 3608–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_503.

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Livanis, Andrew, Diana Almodovar, and Evan Skolnik. "Autism Spectrum and Social Pragmatic Language Disorders." In Handbook of DSM-5 Disorders in Children and Adolescents, 377–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57196-6_19.

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Milne, Marissa, Martin Luerssen, Trent Lewis, Richard Leibbrandt, and David Powers. "Designing and Evaluating Interactive Agents as Social Skills Tutors for Children with Autism Spectrum Disorder." In Conversational Agents and Natural Language Interaction, 23–48. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-617-6.ch002.

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Autism spectrum disorder (ASD) makes communication and social interaction very difficult for those affected. Existing studies have reported positive results for teaching social skills to children with ASD using human-controlled virtual agents and language skills using autonomous agents. Here we combine these approaches and investigate the potential of autonomous agents as social skills tutors. A system for audio-visually synthesising an agent is developed towards this purpose and utilised together with two tutoring modules that we specifically designed for teaching conversation skills and how to deal with bullying. Following evaluation, children’s thoughts about their experience with the virtual tutor were investigated through use of a survey. The positive feedback and the modest but significant improvements in test scores for both modules suggest that this strategy for teaching social skills has much potential and that further research and development in this area would be eminently worthwhile.
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Blattner, Geraldine. "Web 2.0 Technologies and Foreign Language Teaching." In Encyclopedia of E-Leadership, Counseling and Training, 89–107. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch008.

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This chapter looks at the potential of two Web 2.0 tools: forums and the social networking website Facebook for foreign language learners and educators. It highlights how these technologies provide authentic settings that are dynamic and communicative as they facilitate the cultural enrichment of learners, enhance their socio-pragmatic awareness, as well as develop their multiliteracy skills in a second language. The chapter contains an examination of various recent studies which investigated or underlined how technological inclusion of forums and Facebook complements traditional classroom instruction, and how it allows students to extend their learning experience outside of this typical environment in order to supplement their linguistic abilities and to become autonomous learners.
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Blattner, Geraldine, Amanda Dalola, and Lara Lomicka. "Twitter in Foreign Language Classes." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 769–97. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch034.

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This chapter looks at the potential of the mircroblogging tool Twitter as a multifaceted resource for foreign language learners and educators. It highlights how this microblogging and social networking service provides authentic settings that are both dynamic and communicative, and which facilitate the cultural enrichment of first-year French learners, by enhancing their socio-pragmatic awareness and developing their multiliteracy skills in a second language. We argue for the importance of making students aware of this linguistic culture from an early stage of their language studies. This invisible second language culture is rarely discussed in traditional classrooms and only sporadically presented in foreign language textbooks; however, it can easily be experienced in digital environments like Twitter, making it an ideal context for such exposure. Our results suggest that the incorporation of linguistic cultural elements is indispensable to the development of intercultural communicative competence, a skill that paves the way for successful communication across national boundaries and in different electronic discourses.
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Syriopoulou-Delli, Christine K., and Eirini Pasoula. "Review on Contributing Factors to Anxiety in High-Functioning Autism." In Advances in Early Childhood and K-12 Education, 180–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8217-6.ch011.

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Individuals with autism spectrum disorder are characterised by difficulties in social communication, by restricted, repetitive behaviour and interests. Autism is a highly heterogeneous disorder; high-functioning individuals with autism have average or higher intelligence and superficially normal language skills. The lack of intellectual disability does not mean that they can overcome inherent difficulties in social communication and interaction. They struggle to negotiate social interactions and manage daily tasks in a neurotypical world. They are at risk of experiencing mental health difficulties compared to general population. One of the most common mental health difficulties co-occurring with high-functioning autism is anxiety, which is associated with poor individual, family, and social outcomes. The chapter reviews studies on the contributing factors to anxiety in high-functioning autism. Psychological, cognitive, and social factors seem to be important, while there are indications for the existence of some neurobiological basis. It also considers ideas as to how to tackle anxiety.
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Yashomathi. "Aided Augmentative and Alternative Communication (AAC) Systems for Individuals With Autism Spectrum Disorders." In Interdisciplinary Approaches to Altering Neurodevelopmental Disorders, 87–106. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3069-6.ch006.

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Autism spectrum disorders (ASDs) are complex neuro-developmental disorders. They demonstrate pervasive deficits in social communication, restricted and repetitive behaviors, cognitive impairments, etc. Most often individuals with ASDs are often considered “non-verbal” and they require comprehensive intervention to improve their functional communication skills. Augmentative and alternative communication (AAC) was always viewed as a “last resort” for people with complex communication needs when all other interventions failed to achieve the potential benefit. However, with growing evidence, AAC has been implemented even in children with communication difficulties to augment spoken language development. Thus, this chapter aims to discuss the characteristics of ASD, to describe the need for AAC intervention in children with ASD, challenges and practices of AAC in ASD, to review implementation of aided AAC systems for children with ASD in different contexts, to indicate the gaps and future prospective in AAC intervention for people with ASDs.
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Koolwijk, Irene, Sai N. Iyer, and Patricia Cintra Franco Schram. "Mental and Behavioral Health." In General Pediatrics Board Review, 113–33. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190848712.003.0005.

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The chapter on mental and behavioral health reviews the clinical presentation and management of children with developmental challenges, psychiatric challenges, and it discusses presentation and screening for substance abuse in the pediatric population. The authors describe the recognition and management of developmental challenges, including global developmental delay, intellectual disability, and language disorders, as well as challenges in learning (learning disorder), social skills (autism spectrum disorder), and attention (attention deficit hyperactivity disorder). The authors discuss recognition and management of several psychiatric challenges, including depression, anxiety, psychosis, disruptive behavior, as well as conversion disorder. Finally, the authors describe the presentation and options for screening for substance use in the pediatric population.
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