Fostering Communication in Elementary School Children on the Autism Spectrum Who Are Minimally Verbal

Abstract

Around 30% of elementary school students with autism spectrum disorder (ASD) are considered minimally verbal, yet there is limited research addressing the needs of this group of students. Several recent studies have demonstrated successful improvement of the communication skills of elementary school students with limited verbal skills. Additionally, there are focused intervention practices that are evidence based and may be useful in targeting communication skills for children with ASD who are minimally verbal. This article will review existing information about interventions to target communication skills in elementary school children with ASD who are minimally verbal, identify potential target skills, and provide case examples of how to embed communication interventions in elementary school classroom settings from a pilot intervention study.

Stakeholder Perceptions of the Acceptability of Peer-Mediated Intervention for Minimally Speaking Preschoolers on the Autism Spectrum

“…This is particularly relevant for minimally speaking children, as peers may not know how to engage with a playmate who uses very little verbal language to communicate, or who uses an alternative and augmentative communication (AAC) device. Specific interventions are needed to promote positive social experiences for these children (Steinbrenner, 2018 ).…”