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

Abstract

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.

Educators’ engagement with children with autism spectrum disorder in a learning environment with multiple technologies in Finland and China

“…picking up a Lego brick selected by the educator). The previous research supports these finding as it is known that the teaching methodologies and approaches that teachers use with children with ASD depend on the task nature and the teaching goal of the activities that the children are expected to complete (Kossyvaki et al, 2016;Schreibman et al, 2015).…”

“…Consequently, teaching social skills has been emphasized in the education of children with ASD (Boyd, Conroy, Asmus, McKenney, & Mancil, 2008;Camargo et al, 2014). Numerous interventions and pedagogical approaches have been invented to support the acquisition of social communication and interaction skills at school (Alexander, Ayres, & Smith, 2014;Grow & LeBlanc, 2013;Kossyvaki, The goal of the study was to investigate how educators engage with children with ASD at four different technology-based workstations in a technology-enhanced LE with multiple technologies. The LE consisted of four different technology-based workstations.…”

Using technology-mediated music-making at school with children with autism and intellectual disabilities

“…The impact of this intervention on the engagement levels and social communication skills of young children with autism and ID has been discussed elsewhere [4]. It is noted here that this is one of very few studies having involved school staff in the research process from the outset [10], providing them with an active role in developing and implementing an intervention to be embedded in the school curriculum.…”

Implementation of Curriculum-Based Measurement (CBM) on Reading, Writing and Numeracy Skills for Autistic Children

“…Early diagnosis has a significant effect on resolving some developmental issues [45]. Developmental tasks are missed because developmental problems can be overcome by conducting integration sensory therapy to train neural sensors and interaction with teaching staff in schools or adults to train spontaneous communication [46], [47].…”