intervention for pragmatic language skills

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Intervention for Pragmatic

Language Skills

Strategies For Improving Social

Language Skills in Children on the ASD Spectrum

Assistant Clinical Professor

University of Utah

Department of Communication Science and Disorders

Janetgoldstein!hscutahedu



Predictors of Language "utcomes

for Children #ith ASD

$ %arly language and ver&al a&ility

$ Cognition



Foundations for Language

Development

$ Joint Attention

$ Imitation$ Play



Can language outcomes &e

improved &y focusing on 'oint

attention( imitation( sym&olic play)

$ A study &y Connie *asari +,--./ found

that children #ho participated in 'ointattention or sym&olic play interventions

sho#ed &etter e0pressive language during

a one year period



Additional finding

$ Children #ith limited e0pressive language

+fe#er than 1 #ords/ that #ere receiving

'oint attention intervention sho#ed a 23

month e0pressive language gain in one

year



Stages4 Social Partner Stage

$ Joint Attention 5ilestones4

6 sharing attention( emotions(intentions(

6 reciprocitySym&ol Use 5ilestones4

6 learning( play( understanding and using

#ords and gestures



Language Partner Stage

$ Sharing attention( emotions(

$ reciprocity

$ Learning strategies( play( using gestures(#ords



Conversational Partner Stage

$ Sharing attention7 intentions8e0periences(

$ reciprocity8relation

$ Learning strategies( play( uses andunderstands grammar( conversational

rules



Joint Attention

$ In typically developing children this &egins

around 36. months and is #ell esta&lished

&y 29 months

$ Some refinement takes place up to 3

years of age



Joint Attention in Children #ith ASD

$ :ypically have severe 'oint attention

impairments

$ :hey are usually a&le to make re;uests

rather than coordinate attention for social

purposes



<here do you &egin)

$ =asic functions of communication4

>e;uests for personal needs>esponse to others

>e;uests for information

%0pressions of feelingsProsocial statements



>e;uests for personal needs

$ If the child is at this stage( add additional

functions For e0ample( if the child

re;uests food add other types of re;uests(

such as re;uests to play

$ Use language that is typical of the same

age level peers +for e0ample ?come here@

instead of ?I #ant to play please/



oal4 Belp the child progress

through the 3 Stages

$ Social Partner Stage

$ Language Partner Stage

$ Conversational Partner Stage



roup :reatment Intervention

5odel

$ 5ake the a&stract concrete

$ Provide structure and predicta&ility

$ Provide scaffolded language support$ Provide multiple and varied learning

opportunites

$ *rasny L( et al +,--3/



5odel continued

$ Include ?other@ focused activities

$ Foster self6a#areness and self6esteem

$ Select relevant goals$ Program in a se;uential and progressive

manner

$ Provide opportunities for programmedgeneraliation and ongoing practice



University of Utah Social Skills

roups

$ roups of 6. children #ith , clinicians

$ Children are placed in groups &ased on

age and language skills

$ A language sample is video recorded in

the clinic :#o children play together for

,- minutes

$ :he sample is analyed for language

skills( including pragmatics



roups

$ Children #ho participated #ere in

E :he Conversational Partner Stage

$=ased upon the video taped sample(children are placed in appropriate groups

$ 21 hour sessions for seven #eeks

$ Parents can o&serve #ith clinical instructor $ Instructor and clinicians provide additional

information and resources to the parents



eneral Strategies

$ isual Aides +schedule &oards/

$ Use of esta&lished routines

$ er&al prompts provided as needed$ Belp children #ith transitions

$ Concrete e0planations of tasks

$ Clinician6guided play



"ALS

$ Preschool group4 participantGs language

#as at a year old level

E Initiating speaking turns

E :urn taking

E %ye contact

E Hegotiation

E reeting

E Using friendGs names



Activities

$ :heme &ased

E Circus

E Jungle

E Hature

E Summer

$ %0amples

$ Hature E made rain sticks( #ent on a nature #alk(made egg carton &ugs



oals for School Aged roup

$ Appropriate physical &oundaries

$ er&al8nonver&al turn6taking

$ %ye contact$ ocal volume

$ Peer initiations



Activities

$ :heme =ased

E "uter space

E Co#&oy theme

E Dinosaur theme

$ %0amples E

$ Dinosaur skeleton out of macaroni( volcano

e0periment( dig for fossils in the sand



>eferences

$ *rasny L( <illiams =( Provencal S( "onoff S Social skills

interventions for the autism spectrum4 essential ingredients and a

model curriculum Child and Adolescent Psychiatric Clinics Horth

America ,--372,42-62,,

$ <atson L( Flippin 5 Language outcomes for young children #ith

Autism Spectrum Disorders :he ASBA Leader ###ashaorg

$ Priant =( <ether&y A( >u&in %( Laurent A SC%>:S 5odel

5anual =altimore( 5D4 Paul =rookes Pu&lishing( ,--.

$ uinn * Do6<atch6Listen6Say4 Social and Communication

Intervention for Children #ith Autism =altimore( 5D4 Paul =rookesPu&lishing( ,---

http://www.asha.org/

http://www.asha.org/



Janetoldstein!hscutahedu

intervention for pragmatic language skills

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