Conscious Communication Skills Formation in Children with Autism Spectrum Disorders (Initial Period)
DOI:
https://doi.org/10.18662/rrem/15.3/762Keywords:
autism spectrum disorders, ASD, initial period of forming conscious communication skills, method of sensory integration, phenomenological approach, coordination movementsAbstract
Despite the number of researches made on the problem of developing communication skills in children with autism spectrum disorders (hereinafter ASD), there are still many issues in this area covered insufficiently. Significant difficulties appear at the first stage of developing communication skills, when the children with ASD have not yet formed attention to other people, there is no contact with them, and they may not even recognize their relatives. Under such conditions, it is difficult for parents to care for and to interact with such children. Other experts are also often frightened of them. Without the proper experience of interaction, they do not have any long-term vision of the process and dynamics of developing their communication skills.
The purpose of our study was to create and test a step-by-step method of forming initial conscious communication skills in children with ASD, as well as to identify the dynamics and guidelines that indicate their prerequisites for this skill and readiness for the productive communication.
By implementing the methodology in practice, we identified and described eight groups of markers of the transition of children with ASD from one stage of work to another. Such guidelines can help special educators determine the effectiveness of the learning process as the duration of work with the child during this period can be extended. The duration of the formation of initial communication skills in children with ASD varies and depends on several factors: the child’s age, regularity of classes, active parental involvement, levels of intellectual delay, and behavioral disorders.
With the proposed method, the skill of communication is formed holistically, with the inclusion of all the elements that are inherent in it:
- emotional arousal as a reaction to the object of communication;
- contact attention;
- imitation of communicative forms of behavior demonstrated by others;
- requests and orders to meet ego needs;
- knowledge sharing.
References
Adams, L. (1998). Oral-Motor and Motor-Speech Characteristics of Children with Autism. Focus on Autism and Other Developmental Disabilities, 13(2), 108–112. https://doi.org/10.1177/108835769801300207
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). American Psychiatric Association.
Ausderau, K., Sideris, J., Furlong, M., Little, L. M., Bulluck, J., & Baranek, G. T. (2014). National survey of sensory features in children with ASD: factor structure of the sensory experience questionnaire (3.0). Journal of Autism and Developmental Disorders, 44, 915-925. https://doi.org/10.1007/s10803-013-1945-1
Ayres, A. J., & Robbins, J. (2005). Sensory integration and the child: Understanding hidden sensory challenges. WPS.
Baron-Cohen, S. (2002). Is Asperger’s Syndrome necessarily aviewedasa disability? Focus on Autism and Other Developmental Disabilities, 17(3), 91-186. https://docs.autismresearchcentre.com/papers/2002_BC_ASDisability.pdf
Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S. A., Engel-Yeger, B., & Gal, E. (2009). A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 1-11. https://doi.org/10.1007/s10803-008-0593-3
Bernshtein, N. A. (1990). Fyzyolohyia dvyzhenyi y aktyvnost [Movement physiology and activity]. Nauka.
Biel, L. (2015). Integracja sensoryczna [Sensory integration]. In Skuteczne strategie w terapii dzieci i nastolatków [Effective strategies in the treatment of children and adolescents] (pp. 41–61). Jagiellonian University Publishing House.
Borghi, A. M., & Cimatti, F. (2010). Embodied cognition and beyond: Acting and sensing the body. Neuropsychologia, 48, 763–773. https://doi.org/10.1016/j.neuropsychologia.2009.10.029
Boyd, B. A., Baranek, G. T., Sideris, J., Poe, M. D., Watson, L. R., Patten, E., & Miller, H. (2010). Sensory features and repetitive behaviors in children with autism and developmental delays. Autism Research, 3, 78-87. https://doi.org/10.1002/aur.124
Case-Smith, J., Weaver, L. L, & Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19, 133-148. https://doi.org/10.1177/1362361313517762
Chamak, B., Bonniau, B., Jaunay, E., & Cohen, D. (2008). What can we learn about autism from autistic persons? Psychother Psychosom, 77, 271-279. https://doi.org/10.1159/000140086
Conde-Guzón, P. A., Conde-Guzón, M. J., Bartolomé-Albistegui, M.T., & Quirós-Expósito, P. (2009). Perfiles neuropsicológicos asociados a los problemas del lenguaje oral infantil Neuropsychological profiles associated with the children's oral language disorders. Revue Neurologique, 48(1), 32-38. https://medes.com/publication/46435
Dewey, D., Cantell, M., & Crawford, S. G. (2007) Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or attention deficit hyperactivity disorder. Journal of the International Neuropsychological Society, 13, 246–256. http://dx.doi.org/10.1017/S1355617707070270
Dowd, A. M., McGinley, J. L., Taffe, J. R., & Rinehart, N. J. (2012) Do planning and visual integration difficulties underpin motor dysfunction in autism? A kinematic study of young children with autism. Journal of Autism and Developmental Disorders, 42, 1539–1548. http://dx.doi.org/10.1007/s10803-011-1385-8
Dowell, L. R., Mahone, E. M., & Mostofsky, S. H. (2009). Associations of postural knowledge and basic motor skill with dyspraxia in autism: Implication for abnormalities in distributed connectivity and motor learning. Neuropsychology, 2, 563–570. https://doi.org/10.1037/a0015640
Downey, R., & Rapport, M. J. (2012). Motor activity in children with autism: A review of current literature. Pediatric Physical Therapy, 24, 2–20. http://dx.doi.org/10.1097/PEP.0b013e31823db95f
Gomez-Pinilla, F. (2002). Voluntary Exercise Induces a BDNF-Mediated Mechanism That Promotes Neuroplasticity. Journal of Neurophysiology, 88(5), 2187–2195. https://doi.org/10.1152/jn.00152.2002
Green, D., Chandler, S., Charman, T., Simonoff, E., & Baird, G. (2016). Brief report: DSM-5 sensory behaviours in children with and without an autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(11), 3597-3606. https://doi.org/10.1007/s10803-016-2881-7
Houwen, S., Visser, L., van der Putten, A., & Vlaskamp, C. (2016) The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. Research in Developmental Disabilities, 53-54, 19-31. https://doi.org/10.1016/j.ridd.2016.01.012
Husserl, E. (1991). Ding und Raum. Vorlesungen 1907. Text nach Husserliana, Band XVI. Felix Meiner Verlag.
Jana, M. (2010). Iverson Developing language in a developing body: the relationship between motor development and language development. Journal of Child Language, 37(2), 229–261. https://doi.org/10.1017/S0305000909990432
Kimberly, A., Fournier, C. J., Hass, S. K., Naik, N. L., & James, H. (2010) Motor Coordination in Autism Spectrum Disorders: A Synthesis and Meta-Analysis. Journal of Autism and Developmental Disorders, 40, 1227–1240. https://doi.org/10.1007/s10803-010-0981-3
Landa, R. (2007) Early communication development and intervention for children with autism. Mental Retardation and Developmental Disabilities Research, 13, 16-25. https://doi.org/10.1002/mrdd.20134
Lane, A. E., Molloy, C. A., & Bishop, S. L. (2014). Classification of children with autism spectrum disorder by sensory subtype: a case for sensory-based phenotypes. Autism Research, 7(3), 322-333. https://doi.org/10.1002/aur.1368
Lou, H. C., Changeux, J. P., & Rosenstand, A. (2017). Towards a cognitive neuroscience of self-awareness. Neuroscience & Biobehavioral Reviews, 83, 765-773. https://doi.org/10.1016/j.neubiorev.2016.04.004
McLeod S. A. (2018). Jean piaget's theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html
Mizhnarodna statystychna klasyfikatsiia khvorob ta sporidnenykh problem okhorony zdorovia. Desiatyi perehliad, Avstraliiska modyfikatsiia (2017) [International statistical classification of diseases and related health care problems. Tenth revision, Australian modification.]. https://nszu.gov.ua/storage/files/Klasyfikator_xvorob_ta_sporidnenyx_problem_oxorony_zdorovya_NK_0252019.pdf
Olson, D. J., & Offerman, H. M. (2021). Maximizing the effect of visual feedback for pronunciation instruction: A comparative analysis of three approaches. Journal of Second Language Pronunciation, 7(1), 89-115. https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1021&context=lcpubs
Posar, A., & Visconti, P. (2018) Sensory abnormalities in children with autism spectrum disorder. Jornal de Pediatria, 94(4), 342-350. https://doi.org/10.1016/j.jped.2017.08.008
Przyrowski, Z., & Grzybowska, E. (2012). Neurobiologiczne podstawy integracji sensorycznej. Polskie Stowarzyszenie Terapeutów Integracji Sensorycznej [Neurobiological basis of sensory integration. Polish Association of Sensory Integration Therapists] - SI, Warsaw – SI, 5–7, 11–17, 25–28.
Rogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006) Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions. Journal of Autism and Developmental Disorders, 36, 1007–1024. https://doi.org/10.1007/s10803-006-0142-x
Rosenhahn, B., Klette, R., & Metaxas, D. (eds.), (2007). Human Motion: Understanding, Modelling, Capture, and Animation (Computational Imaging and Vision). Springer.
Skrypnyk, T., & Lozova, O. (2020) Formation of Dialogic Interactions in Children with Autism Spectrum Disorders. Psycholinguistics, 27(1), 237-261. https://doi.org/10.31470/2309-1797-2020-27-1-237-261
Skrypnyk T.V. (2010) Fenomenolohiia autyzmu. [Skrypnyk, T. Fenomenology of autism.], 320 s. https://core.ac.uk/download/pdf/32308393.pdf
Sparling, J.W. (1991). Brief report: a prospective case report of infantile autism from pregnancy to four years. Journal of autism and developmental disorders, 21, 229 – 236. https://doi.org/10.1007/BF02284762
Stone, W. L., Ousley, O. Y., Yoder, P. J., Hogan, K. L., & Hepburn, S. L. (1997). Nonverbal communication in two- and three-year-old children with autism. Journal of Autism and Developmental Disorders, 27(6), 677–696. https://doi.org/10.1023/a:1025854816091
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
