Adriana Schuler

Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities

The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to ones community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone).

Integrated play groups: a model for promoting the social and cognitive dimensions of play in children with autism.

This investigation provides a description of a multifaceted model to promote peer play, and an evaluation of its impact on the social and cognitive dimensions of play in three children with autism. A combination of quantitative and qualitative methodologies were used to evaluate the effectiveness of the model application. A multiple-probe design across participants demonstrated (a) decreases in isolate play and collateral gains in more social forms of play, and (b) decreases in stereotyped object play and collateral gains in functional object play. While no symbolic play was observed in any of the participants during baseline, two participants demonstrated symbolic play in the final condition. Generalization and social validation measures indicated (a) advances in play behaviors were not limited to the play groups but observed in other contexts, and (b) were accompanied by language gains. Implications are discussed in terms of preferred service delivery models as well as of the importance of social interaction for the development of play and language.

Increasing Joint Attention, Play and Language through Peer Supported Play

The purpose of the present study was to examine the effects of participation in an integrated play group on the joint attention, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple baseline design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed.

Fostering peer interaction, imaginative play and spontaneous language in children with autism:

Freddy is a 7-year-old boy diagnosed with autism and severe language delay. He attends a special day class for children with moderate to severe disabilities in a public elementary school. Freddy is beginning to show an interest in his peers. In free play situations he generally watches and plays in parallel with other children, particularly when they engage in the few activities that are of interest to him. His play interests mainly revolve around his fascination with commercial products including packaged foods and cosmetics. He often repeats television commercials and gazes at photographs of these products. Freddy also enjoys manipulating these products by tapping them on his chin and lining up and sorting various containers by colour and size. Guided by his teacher, Freddy participates in an Integrated Play Group with one other classmate with special needs and three typically developing peers from third and fourth grade general education classes. These groups meet twice weekly for 30 minutes in Freddy’s classroom.

The assessment of severe language disabilities: Communicative and cognitive considerations

Abstract The use of applied behavioral analysis techniques has resulted in impressive gains in speech and language instruction. Nevertheless, questions remain with regard to the real life validity of teaching gains, as generalization tends to be limited. So far, the role of assessment has been minimal with a rather exclusive focus on speech and language as isolated phenomena. This paper argues that current teaching techniques may be upgraded through assessment practices that incorporate non-verbal as well as verbal communicative behavior, and cognitive development in relation to speech and language skills. Questions to be addressed and strategies to be used to obtain the relevant information are discussed. In addition, it is pointed out that the approach taken may serve to classify students on the basis of assessment profiles that provide starting points for intervention, rather than on the basis of global diagnostic labels.

Beyond Echoplaylia Promoting Language in Children with Autism

The article was written to support the use of play as a medium to extend and enrich the communicative exchanges and, more specifically, the symbolic language of children on the autistic spectrum. The first argument in support of such use of play lies within the features of autistic communication, and particularly the extreme challenges encountered in imaginative play and narrative thought. The second argument on behalf of play lies within the selection of specific inter- vention strategies, which are discussed subsequently. Finally, the article presents a case illustration of how adult facilitated dramatic peer play led to a breakthrough in a range of symbolic behaviours in a 9-year- old girl with autism, who up to that point had not progressed beyond a semi-communicative use of echolalia, best described as ‘situation association’.