Social Communication In Asd Children

The deficit in social communication is a core feature of autism spectrum disorder (ASD). Among the various symptoms of ASD, it is always the most concern aspect of the parents of autistic children since it influences the development of children in different areas, including interpersonal relationship, learning and work. In this essay, I would like to figure out some ways to help children of ASD in the social communication aspect.

Characteristics of ASD children

Autism Spectrum Disorder (ASD) is diagnosed based on persistent deficits in social communication and social interaction across multiple contexts and restricted, repetitive patterns of behavior, interests, or activities.

In the social communication aspects, ASD children may be found

Typical social behaviours of a person with autism

Sources: American Psychiatric Association (2013)

To advise ASD children to improve their social communication skills, educators suggested that early intervention and family involvement are very important.

The Importance of early intervention in ASD children

ASD generally results in lifelong disability and dependence. It is believed that early identification and early intervention may have a positive effect in stimulating widespread changes in young children with ASD.

Prior & Roberts (2012) stated that good practice in early intervention that lead to the best likelihood of positive outcomes for children with ASD.

Howlin (1997) also suggested that young children with autism who receive the recommended early intervention have a much greater chance, later in life, of living independently, securing employment and developing meaningful and lasting friendships and relationships with long-term research showing benefits for children as they grow and develop.

The result of Rogers’ research (Rogers, 1996) found that ASD children were benefited in various comprehensive treatment programmes. The findings showed that all the programmes provided the following benefits for young children with

(Centre on the Developing Child at Harvard University, 2008)

It is quite a common sense that family involvement is an effective mean of children’s success. While family engagement confers benefits on all students, those with disabilities often require a greater degree of parental involvement . Their families play a number of supporting roles. When families and educators work together as partners, it enhances the likelihood that children with disabilities will have positive and successful learning experiences.

If parents are involved in their child’s therapy programs, they are involved in the development and implementation of interventions. The intervention procedures are more likely to be used across contexts. Moreover, the child is likely to learn and use skills more quickly and more likely to have long term