Communication interventions for autism spectrum disorder in minimally verbal children

Abstract

BackgroundAutism spectrum disorder (ASD) has an estimated prevalence of around 1.7% of the population. People with ASD o en also have language di iculties, and about 25% to 30% of children with ASD either fail to develop functional language or are minimally verbal. The ability to communicate e ectively is an essential life skill, and di iculties with communication can have a range of adverse outcomes, including poorer academic achievement, behavioural di iculties and reduced quality of life. Historically, most studies have investigated communication interventions for ASD in verbal children. We cannot assume the same interventions will work for minimally verbal children with ASD. ObjectivesTo assess the e ects of communication interventions for ASD in minimally verbal children. Search methodsWe searched CENTRAL, MEDLINE and Embase as well as 12 other databases and three trials registers in November 2017. We also checked the reference lists of all included studies and relevant reviews, contacting experts in the field as well as authors of identified studies about other potentially relevant ongoing and unpublished studies. Selection criteriaRandomised controlled trials (RCTs) of communication-focused interventions for children (under 12 years of age) diagnosed with ASD and who are minimally verbal (fewer than 30 functional words or unable to use speech alone to communicate), compared with no treatment, wait-list control or treatment as usual. Data collection and analysisWe used standard Cochrane methodological procedures. Communication interventions for autism spectrum disorder in minimally verbal children (Review)

Autism spectrum disorder

“…A number of programs and approaches are available that focus on the core social communication difficulties of autism; for example, social skills training programs for which moderate evidence of benefit exists 192,193 . In addition, non-verbal young people with autism can benefit from use of augmentative communication systems, such as the Picture Exchange Communication System (PECS) and more sophisticated speech generating devices that use picture symbols and behavioural training methods to allow children to request and make choices 194 or other technology-based augmentative communication systems. Increasingly, more generic interventions that target co-occurring emotional and behavioural problems are being adapted for youths with autism, and initial studies suggest moderate benefits 195 .…”

A Detailed Summary of Speech Pathology Assessment and Intervention of A Minimally Verbal Australian Child with Autism Spectrum Disorder

“…SLPs may also prescribe alternative means of communicating, including through the use of augmentative and alternative communication (AAC) systems, which are shown to be particularly beneficial for individuals with complex communication needs [Drager, Light, McNaughton, 2010;Ganz et al, 2012;Ganz 2015]. Whilst speech and language intervention is an integral part of the treatment of individuals with ASD, there remains a large degree of variation in the treatment approaches and programs that are utilised within clinical practice [Brignell et al, 2018].…”

Listening Beyond Words: Swinging Together

“…Methodologically, therefore, we find support in the work of, among others, Eldén (2013). 3 Examples of such interventions are: Reminiscence Therapy (Woods et al 2005), Validation Therapy (Bleathman et al 1992), verbally based communication interventions, such as Focused Playtime Intervention (Siller et al 2013), Prelinguistic Milieu Teaching (Yoder 2006), Discrete Trial Training (Lovaas 1987), alternative and augmentative communication (AAC) training such as Picture Exchange Communication System (for a review see Brignell et al 2018).…”