Expressive Communication of Children with Autism

Chiang, Hsu-Min; Lin, Yueh-Hsien

doi:10.1007/s10803-007-0423-z

Cited by 23 publications

(19 citation statements)

References 22 publications

(21 reference statements)

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“…This shows that perhaps the children became more aware of the adults. Simple motor actions are one of the most common methods children with autism use to initiate communication (Stone et al., ; Potter & Whittaker, ; Chiang & Lin, ) and the third function to increase in terms of group means. This might be explained by the fact that some children developed symbolic methods of communication (such as using symbols/pictures and words) which replaced pushing, pulling and hand manipulation.…”

Section: Discussionmentioning

confidence: 99%

“…Adults might influence different elements of children's communication, including frequency, reasons for communication and the form it takes. Previous studies have shown that children with autism have a more limited range of functions and means to communicate and they initiate in fewer contexts (Potter & Whittaker, ; Chiang & Lin, ; Chiang, Soong, Lin & Rogers, ; Agius, ; Chiang, ) when compared with children with typical development (Wetherby, Cain, Yonclas & Walker, ).…”

Section: Introductionmentioning

confidence: 99%

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The effect of adult interactive style on the spontaneous communication of young children with autism at school

Kossyvaki

Jones²,

Guldberg³

2012

British J Special Edu

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Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre‐ and post‐intervention. The increase in total initiations post‐intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of adult interactive style on the spontaneous communication of young children with autism at school

Kossyvaki

Jones²,

Guldberg³

2012

British J Special Edu

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“…Conversational contributions of individuals with autism also show an abnormal prevalence of utterances concerned with the immediate physical context and with their own volitive states relative to utterances that involve an intra-personal interaction (Ziatas et al, 2003;Capps et al, 1998). Stone and Caro-Martinez's (1990) and Chiang and Lin's (2008) naturalistic observations revealed a negative correlation between the severity of autism and the amount of verbal or non-verbal acts that aim at commenting or informing. Likewise, Ruble (2001) reports that boys with autism are twice less likely to respond to someone, and three times less likely to attract attention to themselves than a control group of boys with Down syndrome.…”

Section: Pragmatics In Asdsmentioning

confidence: 99%

Pragmatics, Cognitive Flexibility and Autism Spectrum Disorders

Kissine

2012

Mind & Language

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Pragmatic deficits of persons with autism spectrum disorders [ASDs] are often traced back to a dysfunction in Theory of Mind. However, the exact nature of the link between pragmatics and mindreading in autism is unclear. Pragmatic deficits in ASDs are not homogenous: in particular, while inter-subjective dimensions are affected, some other pragmatic capacities seem to be relatively preserved. Moreover, failure on classical false-belief tasks stems from executive problems that go beyond belief attribution; false-belief tasks require taking an alternative perspective on the reality. While this capacity is functional in typically developing young children, it is impaired in ASDs. Typically developing children are capable of taking their interlocutor's perspective into account when communicating, whereas poor cognitive flexibility makes it difficult for persons with ASDs to grasp the inter-subjective character of communicative stimuli. This analysis predicts that those pragmatic processes that amount to merely taking into account salient contextual facts during utterance interpretation, without necessarily adopting the interlocutor's perspective, may be preserved in ASDs.

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“…Difficulties in spontaneous communication are a core feature of autism (Fujiki and Brinton, ; Jordan, ; Potter and Whittaker, ), and a number of studies have described the frequency with which individuals with autism initiate communication, the reasons they communicate and the methods they use (Agius, ; Chiang et al., ; Chiang and Lin, ; Stone et al., ). Of equal importance but more scarce is research highlighting the difficulties staff face when teaching children with autism how to initiate communication (Kroeger and Nelson, ).…”

Section: Introductionmentioning

confidence: 99%

Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI)

Kossyvaki

Jones

Guldberg

2014

Research in Spec Educ Needs

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Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention (AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre-and postintervention and at follow-up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles postintervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience.

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Expressive Communication of Children with Autism

Cited by 23 publications

References 22 publications

The effect of adult interactive style on the spontaneous communication of young children with autism at school

The effect of adult interactive style on the spontaneous communication of young children with autism at school

Pragmatics, Cognitive Flexibility and Autism Spectrum Disorders

Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI)

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