Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/32936
Title: Training referential communicative skills to individuals with autism spectrum disorder: a pilot study
Author: Olivar-Parra, S.
Iglesia, M.de la
Forns, Maria, 1946-
Keywords: Autisme
Competència comunicativa
Estudi de casos
Autism
Communicative competence
Case studies
Issue Date: 2011
Publisher: Ammons Scientific
Abstract: Summary. The present study reports the effects of referential communication training in individuals formally diagnosed with autism spectrum disorder (ASD). Participants were 20 children with ASD (M age = 14.3 yr., SD = 4.2; 6 girls, 14 boys) in the role of speakers and 20 control children, who acted as listeners. They were all enrolled in mainstream compulsory education. Inclusion/exclusion criteria were defined according to the clinical diagnosis of ASD, the presence or absence of additional or associated disability, previous training in referential communication, and any drug treatment. Speakers were randomly assigned to one of two groups (trained vs untrained). Linguistic age, cognitive level, and autistic symptoms were analyzed, respectively, with the Peabody Picture Vocabulary Test (PPVT), the Wechsler Intelligence Scale (WISC-R or WAIS-III), and the Autistic Behavior Checklist (ABC). Communicative abilities were analyzed through two indexes related to message complexity and self-regulation. The trained group was trained in referential communication tasks (task analysis, role taking, and task evaluation), while the untrained group took part in a communicative game but without any specific communicative training. The results showed that the complexity of emitted messages had improved statistically significantly in the trained group as an effect of training. Ecological referential communication is shown to be an appropriate paradigm for studying the communicative process and its products and could be used to develop and implement a training program focused on those skills in which individuals with ASD are most deficient.
Note: Versió postprint del document publicat a: 10.2466/10.11.15.28.PR0.109.6.921-939
It is part of: Psychological Reports, 2011, vol. 109, num. 3, p. 921-939
Related resource: http://dx.doi.org/10.2466/10.11.15.28.PR0.109.6.921-939
URI: http://hdl.handle.net/2445/32936
ISSN: 0033-2941
Appears in Collections:Articles publicats en revistes (Psicologia Clínica i Psicobiologia)

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