The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school‐age children who have pragmatic and social communication problems with or without autism spectrum disorder

Adams, Catherine; Lockton, Elaine; Freed, Jenny; Gaile, Jacqueline; Earl, Gillian; McBean, Kirsty; Nash, Marysia; Green, Jonathan; Vail, Andy; Law, James

doi:10.1111/j.1460-6984.2011.00146.x

Cited by 167 publications

(142 citation statements)

References 26 publications

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“…It is worth mentioning, as shown in Table 2, in the analysis by items, for all 28 items of the questionnaire, it is possible to observe an increase in the number of correct answers in the post-intervention, when compared to the pre-intervention, even if this difference is not statistically significant for 10 items (1,7,9,14,17,19,24,25,26,28). Furthermore, no significant differences were observed when comparing the results observed from questionnaires answered by the four groups of teachers from different schools.…”

Section: Resultsmentioning

confidence: 99%

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Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

et al. 2014

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Purpose: to assess the knowledge of teachers in elementary education about the communication of people with autism spectrum disorders at two different times, pre and post-intervention. Methods: it was a comparative and descriptive study, involving 160 teachers from municipal elementary school of both genders, aged between 23 and 65. To check the teachers' knowledge of communication in autism spectrum disorders, a specific questionnaire for this study was developed and applied. It was offered to teachers and administered at two different times, pre and post-intervention. The intervention procedure consisted of two meetings of four hours each, conducted by speech therapist and the delivery of a guidance manual on the autism spectrum disorders, emphasizing the aspects of communication and language. The responses pre-and post-intervention were analyzed and compared. The results were treated statistically (p <0.05 and in some cases p <0.01, the chi-square test for proportions was used). Results: it was observed that the teachers had a limited knowledge and inadequate communication about the autism spectrum disorders and on these clinical cases in general. In addition, there was significant increase of correct answers by the teachers after the intervention. Conclusion: there is a restricted teachers' knowledge of communication in autism spectrum disorders and positive effects after the intervention procedures, through the analysis of the pre and post-intervention phases, which showed a significant increase in appropriate responses on the autism spectrum disorders.

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Section: Resultsmentioning

confidence: 99%

“…Communication has been highlighted in the literature as one of the central elements of ASD [2][3][4][5][6][7][8] frameworks, especially with regard to the pragmatic aspects of language 2,9 . This aspect is directly related to the skills of social interaction and changes in behavior 10 .…”

Section: Methodsmentioning

confidence: 99%

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

et al. 2014

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“…Few of the reviewed evaluations used comparison groups or randomised controlled trial methods and sample sizes were generally small making assessment of their efficacy difficult (however, for a recent exception, see Adams et al, 2012). Cappadocia & Weiss (2011) highlight a particular issue in this area, namely, that most studies evaluated entire intervention packages, rather than the techniques above (modelling, role-playing etc..) individually, thus rendering the possibility of isolating the particular 'active ingredient' in the intervention problematic.…”

Section: Interventions For Children With Social Communicative Disordersmentioning

confidence: 99%

“…The latter is more typically undertaken for children with social communication disorders (e.g., Adams et al 2012, see Cappadocia & Weiss, 2011Gerber et al, 2012;Rao et al, 2008 for reviews). The evaluation of entire packages has considerable advantages from a clinical point of view, providing complete interventions ready for use.…”

Section: Strengths Of the Studymentioning

confidence: 99%

A randomised controlled trial of a computerised intervention for children with social communication difficulties to support peer collaboration

Murphy

Faulkner

Reynolds

2014

Research in Developmental Disabilities

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An intervention aiming to support children with social communication difficulties was tested using a randomised controlled design. Children aged 5-6 years-old (n = 32) were tested and selected for participation on the basis of their scores on the Test of Pragmatic Skills (TPS) and were then randomly assigned to the intervention arm or to the delayed intervention control group. Following previous research which suggested that computer technology may be particularly useful for this group of children, the intervention included a collaborative computer game which the children played with an adult. Subsequently, children's performance as they played the game with a classmate was observed. Micro-analytic observational methods were used to analyse the audio-recorded interaction of the children as they played. Pre-and postintervention measures comprised the Test of Pragmatic skills, children's performance on the computer game and verbal communication measures that the children used during the game. This evaluation of the intervention shows promise. At post-test, the children who had received the intervention, by comparison to the control group who had not, showed significant gains in their scores on the Test of Pragmatic Skills (p = .009, effect size r = -.42), a significant improvement in their performance on the computer game (p = .03, r = -.32) and significantly greater use of high-quality questioning during collaboration (p < .001, r = -.60). Furthermore, the children who received the intervention made significantly more positive statements about the game and about their partners (p = .02, r = -.34) suggesting that the intervention increased their confidence and enjoyment. The above authors confirm that this manuscript has not been previously published and has not been submitted elsewhere Cover Letter  Children with social communicative disorders find peer collaborative activities a challenge  The study reports an RCT to evaluate an intervention to aid these children to collaborate  The intervention used a collaborative computer task to encourage perspective-taking  Children receiving the intervention showed improved their pragmatic skills post-test *Highlights (for review)

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“…If this is indeed the case, then observing and understanding the behaviour of children with communicative impairments in interaction with their peers has important implications for the design of clinical and educational interventions. Adams et al (2012) have argued that there is considerable need to develop interventions targeting social communication disorders as these are currently under-diagnosed but are coming increasingly to the attention of clinicians.…”

mentioning

confidence: 99%

The Behaviour of Young Children with Social Communication Disorders During Dyadic Interaction with Peers

Murphy

Faulkner

Farley³

2013

J Abnorm Child Psychol

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The behaviour of young children with social communication disorders during dyadic interaction with peers Abstract: Children with social communication disorders are known to experience more problematic peer relations than typically-developing children. However, detailed observation of their behaviour and communication during interaction with peers has not previously been undertaken. Micro-analytic observational methods were used to analyse the audio-taped interaction of children (N = 80) selected from mainstream schools (ages 5-6 years-old) on a computerised collaborative task. Comparisons were made between children with high-and low-pragmatic language skill as measured by the researcher-administered Test of Pragmatic Skills. Consistently with their pragmatic language scores, low-skilled children were found to use more irrelevant directives and irrelevant responses and were more likely to ignore other children's questions and requests than were high-skilled children. When high-skilled children worked with lowskilled children, as opposed to with other high-skilled children, they showed some sensitivity and adaptation to these children's difficulties; they used more directives, clarification, explained reasons for disagreements and provided more information. Although it appears that the high-skilled children could provide support for the lowskilled children, there was a cost in terms of the emotional tone of these interactions; when working with low-skilled children, the high-skilled children expressed considerably more negative feelings towards their partners than when they worked with another high-skilled child. In conclusion, observation of the interaction of high-and lowskilled children suggests promise for peer-assisted interventions and specifies which communicative behaviours could be targeted. However, care should be taken to manage the affective climate of these interactions for the benefit of all children involved.

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The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school‐age children who have pragmatic and social communication problems with or without autism spectrum disorder

Cited by 167 publications

References 26 publications

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

A randomised controlled trial of a computerised intervention for children with social communication difficulties to support peer collaboration

The Behaviour of Young Children with Social Communication Disorders During Dyadic Interaction with Peers

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