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Semin Speech Lang 2018; 39(02): 103-113
DOI: 10.1055/s-0038-1627482
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Fostering Communication in Elementary School Children on the Autism Spectrum Who Are Minimally Verbal

Jessica R. Dykstra Steinbrenner
1   Frank Porter Graham Child Development Institute, University of North Carolina-Chapel Hill, Chapel Hill, North Carolina
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Publication History

Publication Date:
20 March 2018 (online)

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Abstract

Around 30% of elementary school students with autism spectrum disorder (ASD) are considered minimally verbal, yet there is limited research addressing the needs of this group of students. Several recent studies have demonstrated successful improvement of the communication skills of elementary school students with limited verbal skills. Additionally, there are focused intervention practices that are evidence based and may be useful in targeting communication skills for children with ASD who are minimally verbal. This article will review existing information about interventions to target communication skills in elementary school children with ASD who are minimally verbal, identify potential target skills, and provide case examples of how to embed communication interventions in elementary school classroom settings from a pilot intervention study.

Keywords

Autism spectrum disorders - social communication - school-based intervention - minimally verbal
 

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