Semin Speech Lang 2018; 39(02): 101-102
DOI: 10.1055/s-0038-1627481
Preface
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Treatment in Autism Spectrum Disorder

Amy L. Donaldson
1   Department of Speech and Hearing Sciences, Portland State University, Portland, Oregon
› Author Affiliations
Further Information

Publication History

Publication Date:
20 March 2018 (online)

Research in the area of autism spectrum disorder (ASD) often focuses on intensive early intervention. Yet, presentation of ASD is variable across developmental domains (social, communication, motor, cognitive) and speech-language pathologists (SLPs) will most likely encounter individuals on the spectrum across multiple service settings (from toddlers to young adults). As such, the intent of the current issue was to capture relevant issues for individuals across the spectrum: from toddlers and their families, to adolescents and young adults; from home, school, and community settings; and from individuals who use spoken language within conversation to those who are emerging communicators or use alternative or augmentative communication.

In this issue of Seminars in Speech and Language each of the seven articles contributes to the topic of intervention for individuals with ASD from different, yet often complementary, perspectives. Social communication challenges are a core feature of ASD and an area that SLPs often address, along with related language-based needs. This issue focuses primarily upon these areas and their collateral impacts, such as development of relationships and friendships. The authors were guided in their discussion of current evidence-based clinical practice by a focus on application of services that could be used in everyday settings, with familiar communication partners, and in achievement of functional goals. All of the articles provide suggestions for next steps in moving both research and clinical practice forward as we continue to pursue our understanding of the social communication, language, reading, and related strengths and challenges of individuals with ASD, as well as the skills required by their communication partners and within their everyday contexts (home, school, community) to ensure equitable communicative responsibility and communicative success.

Although a wide range of ages, communication styles and proficiencies, and intervention settings are reflected across these articles, one commonality is represented across nearly every one: the incorporation of a peer or familiar communication partner. Given the core challenge in social communication, peer mediation or coaching of a family member in facilitation of social interaction and communicative success is an ever-growing element of evidence-base practices for children with ASD (see National Professional Development Center for ASD).

Dykstra Steinbrenner begins the issue with discussion of evidence-based intervention practices to improve the communication skills of minimally verbal elementary school children with ASD. Although the spectrum is widely variable in presentation of skills, this group of children is not often spotlighted in research or clinical education; thus, the article provides clinically relevant evidence-based strategies for improving communication skills with these children. Rieth and colleagues then describe an interdisciplinary parent coaching model for use with toddlers with ASD and their families. The authors provide strategies for engagement and reflective practice and discuss the complexity of partnering with families within a naturalistic, developmental, behavioral intervention framework. Next, Hutchins and Prelock discuss the relationship between episodic memory, behavior, and cognitive functioning. They provide specific strategies for adapting story-based interventions to increase episodic memory and scene construction with the intent of strengthening the social cognitive skills of children with ASD. Whalon then discusses common reading profiles of children with ASD, secondary to their language and social communication challenges. She reviews code- and meaning-focused skills and effective intervention strategies.

The second half of the issue is loosely organized around the overarching theme of relationships. Because social communication is a main factor in development of relationships, it is not surprising that relationship building is either a direct target of intervention or considered a collateral goal. All three articles in the section approach relationships, but from varied perspectives. Timler discusses components often considered essential in development of relationships. She examines conversation skills and provides evidence-based intervention practices for supporting the conversation skills of verbally fluent school-aged children and adolescents with ASD. Donaldson and colleagues shift the lens from the child with ASD to the communication partners and their community. These authors provide recommendations for how SLPs can support participation within home, school, and community through changes by those in the environment. This may be a novel approach for some—it is intended to be a complement to approaches that implement interventions with the child with ASD (such as many documented in Timler's article and Rodda and Estes' article). That is, one implements an intervention directly with the child with ASD and implements strategies directly with those in the environment (and/or makes environmental modifications). Rodda and Estes, the final article in the issue, review current studies of social skills interventions with children with ASD to describe characteristics of peer relationships and friendships. They provide specific recommendations for promotion of friendships and suggestions for future research.

This issue reflects current evidence across a wide variety of intervention targets and methodologies. The evidence base for autism intervention continues to grow, and our approach to research may be shifting as we recognize the need for careful partnership with the community. As both researchers and clinicians listen and learn about priorities and engage in shared decision making, the result is authentic and socially valid research and clinical practice.