AI Article Synopsis
- Children with autism spectrum disorder (ASD) often struggle with social communication skills like joint attention (JA), requesting, and social referencing (SR), which can be influenced by their gaze direction.
- A study aimed to replicate previous research methods to teach these skills, finding that prompting and reinforcement were generally effective but that not all children learned each skill, requiring tailored intervention strategies.
- The authors emphasize the importance of modifying intervention plans and offer insights for practitioners to enhance children's social communication skills more effectively.
Article Abstract
Social communication skills such as joint attention (JA), requesting, and social referencing (SR) are deficits in children with autism spectrum disorder (ASD). Shifting gaze is a common response across these skills. In many studies, children respond variably to intervention, resulting in modifications to planned intervention procedures. In this study, we attempted to replicate the procedures of Krstovska-Guerrero and Jones (; 289-316, 2016) and Muzammal and Jones (; 203-221, 2017) to teach JA, requesting, and SR. In general, intervention procedures consisting of prompting and reinforcement were effective in teaching requesting, SR, and JA skills to children with ASD. However, not all children acquired each skill, and all children required individualized procedures to acquire some skills. We report the process of deciding how to modify intervention and discuss considerations for practitioners when planning intervention that may improve children's performance.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411543 | PMC |
| http://dx.doi.org/10.1007/s40617-018-0265-5 | DOI Listing |
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