RUNNING HEAD: COMMUNICATION & LANGUAGE INTERVENTION

SPRING 2018

COMMUNICATION AND LANGUAGE

INTERVENTION
TOKEN ASSIGNMENT
Omar Ascencio
Brandman University

Author Note: Omar Ascencio, School of Education, Brandman University

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Introduction

Autism Spectrum Disorder is characterized by persistent deficits in social communication

and social interaction across multiple contexts. In addition, other characteristics include restricted,

repetitive patterns of behavior, interests, or activities. These symptoms must be present in the early

developmental period (typically recognized in the first 2 years of life) and symptoms cause

clinically significant impairment in social, occupational, or other important areas of current

functioning (American Psychiatric Association, 2013). For this assignment, I will focus on the

communication and language deficits that many individuals with ASDs may exhibit. I will

introduce three evidence-based practices that will target communication and language deficits.

Stichter et al. (2016) defines Evidence-based practices as the “use of data to drive decisions

on both the selection and monitoring of interventions that have been proven effective through

rigorous research trials.” (Pg. 444) The three evidence-based practices that I will highlight for this

assignment are Modeling, Social Narratives, and Social skill training. Here is a description of each

strategies:

Evidence-Based Practices

Modeling (MD) - Demonstration of a desired behavior that results in skill acquisition through

learner imitation. Modeling can be used to increase a learner’s ability to perform a target behavior

by having the individual observe someone correctly performing a target behavior (Sam, 2015).

This is important for the individual in order to master the behavior. For example, if I want to teach

an individual with ASDs to wave as a way to say “hello,” I would wave at another individual and

say “hello.” I would have the individual with ASDs repeat my actions. My rationale for using this

strategy has to do with the simplicity and the broad behaviors that it can encompass.

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Social Narratives (SN) - Descriptions of social situations with examples of appropriate responding.

Social narratives (SN) describe social situations for learners by providing relevant cues,

explanation of the feelings and thoughts of others, and descriptions of appropriate behavior

expectations (Sam, 2015). They are individualized based on the need of the learner. Social Stories

and Power Cards are two programs that can be used to help students on the spectrum understand a

particularly social situation by explaining the situation and other people’s perspective. For

example, a social narrative can be used to teach an individual with ASDs how to engage/initiate a

conversation with other peers. My rationale for using this strategy has to do with variety of social

communication situations that can be taught using social stories. In addition, parents or guardians

can create their own social narrative to teach at home for a variety of situations.

Social Skill Training (SST) - Direct instruction on social skills with rehearsal and feedback to

increase positive peer interaction (Griffin al et. 2015)

Students with autism spectrum disorders would benefit from social skill training. Some students

may exhibits a desire to interact with their peers. Many may have a difficult time achieving this

task. For that student, social skill training (SST) would help teach them this skill. For example,

Jake has the desire to interact with peers but lacks the skills. Jake’s teacher/parents can instruct

him on the appropriate ways to interact with peers in the form of direct instruction. Once the direct

instruction is complete, Jake would rehearse what he was taught and feedback would be given.

The purpose of this activity would be to help him improve positive peer interaction. Direct

instruction would include skills training in the areas of taking turns and using alternative ways to

communicate when he wants attention from peers.

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Conclusion

These three evidence-based practices play an important role in social communication and

language development for individuals with Autism spectrum disorders. As a result, these strategies

should be incorporated into a teacher’s classroom management plan to ensure the implementation.

These three strategies can be combined and use in various lesson throughout the school day. In

addition, Teachers must be willing to use these practices in their daily lessons. The willingness to

use these practices depends on the level of understanding on how to implement these strategies

into their daily lessons. One way to ensure the use of these strategies with fidelity is to train

teachers on how to incorporate them into lessons. Publishers should include lesson plans that

incorporate several evidence-based practices to teach concepts/skills. This would make it easy for

the teacher to implement the strategies.

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References

 American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical
manual of mental disorders (5th ed.). Washington, DC: Author.

 Griffin, W., Sam, A., & AFIRM Team. (2015). Social skills training. Chapel Hill, NC:
National Professional Development Center on Autism Spectrum Disorder, FPG Child
Development Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/Social-skills-training

 Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National
Professional Development Center on Autism Spectrum Disorder, FPG Child
Development Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/Social-narratives

 Sam, A., & AFIRM Team. (2015). Modeling. Chapel Hill, NC: National Professional
Development Center on Autism Spectrum Disorder, FPG Child Development Center,
University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/modeling

 Stichter, J. P., Riley-Tillman, T. C., & Jimerson, S. R. (2016). Assessing, Understanding,

and Supporting Students With Autism at School: Contemporary Science, Practice, and
Policy. School Psychology Quarterly. 31(4), pp.443-449.