CLASS/WORKSHOP/READING 2 Flashcards
The two main communication deficits in ASD, according to Wetherby (2006), are what?
- Capacity for symbol use - difficulty in learning shared or
conventional meanings for symbols (evident in words,
gestures and play) - Capacity for joint attention - difficulty coordinating
attention between people and objects
In a typically developing child, within the first year, what 3 achievements lead to the broader capacity to share experiences?
- Sharing attention
- Sharing affect
- Sharing Intentions: behavioural regulation, affiliation,
joint attention
In a typically developing child, what developments in symbol use would have occurred by the age of 2?
- Repertoire of conventional sounds/gestures
- Imitate new behaviours
- Pretend play with objects
- Understand and use words to refer to things
What level of communication would you expect in a child with ASD in their first year?
- Lack of pointing (to show)
- Limited social responsiveness
- Less social smiling and initiating eye contact
- Less communicative vocalisation
- Less engagement in social sequence (e.g. peekaboo)
- May use adults hand as a “tool” to acquire objects
- Communication is more for regulation (getting others to
do or not do)
What level of communication would you expect to see in a child with ASD, aged 1 to 2?
- possible regression
- Language comprehension worse than expression
- Limited spoken language development
- Less responsive to words
- Unusual prosody and pragmatics
- Possible precocious language development
What level of communication would you expect to see in a child with ASD, aged 3 to 5 year? Give some examples of content and form use?
- Lots of variation from one child to another
- 10% are non verbal
- 40-50% have only a few single words only (not
functional) - Some will use AAC to offer basic means of expression
and to reduce frustration (picture based or symbol
based)
Content and Form: - Pronoun reversal - Echolalia - Unusual prosody: mono or exaggerated intonation, nasal voice quality
How would a child with ASD (aged 3-5) use language compared to a typically developing child?
- Language is used for regulatory purposes rather than
social purposes. - Fewer : comments, initiation of social interaction, social
sharing information, requesting information,
listener acknowledgements
What communicative traits might you expect to see in a school aged speaker with ASD?
- May have a formal or pedantic style of speaking
- Relatively lower rates of social communication
- Difficulty with pragmatics
What are examples of Pragmatic difficulties (in both using and understanding) that a school aged speaker with ASD might experience?
Using:
- Turn taking: might dominate
- Rules of politeness
- Topic maintenance and flow
- Relevance rules
- Prosody (unusual)
Understanding:
- Listener’s non-verbal signals
- Conversation ambiguity: slang, jokes, sarcasm
- Inference and implicit meaning
What key aspects of communication need to be assessed in an pre-verbal child with ASD?
- The ‘whys’ and ‘hows’ of communication
2. The understanding of others communication
Which approach to assessment is considered good practise? What would it involve?
A Mixed Method Approach
- Parent report checklists and questionnaires
- Observation: e.g. parent-child interaction and child- peer
interaction - Tools: using communicative ‘temptations’ and prompts
What method of assessment is a good example of a mixed-method approach?
Communication and Symbolic, Behaviour Scales- Developmental Profile. (CSBS-DP)
- Standardised, norm-referenced screening and evaluation tool)
- Administered at functional communication age (6 to 24 months)
- Administered by SLT’s
What does the CSBS-DP consist of?
- 1 page checklist (completed by caregiver)
- 4 page questionnaire (completed by caregiver)
- Behaviour sample
- Perception check (Is the sample typical for the child?)
What areas of communication does the CSBS-DP asses?
- LANGUAGE: sounds and words
- SYMBOLIC: Object use and verbal understanding
- SOCIAL: emotion & eye gaze, gestures
What does the CSBS-DP behavioural sample involve?
- 30 minuits video taped
- interaction between clinician and child (Caregiver is also present)
- Communicative temptations (book sharing, play etc…)
- Systematic probes in social, speech and symbolic skills
- Does child have present or absent behaviour?
- Caregiver completes 1 page “Was that typical” check
