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Communication and Autism Spectrum Disorder

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Curricula for Teaching Students with Autism Spectrum Disorder

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

Communication deficits are one of the core challenges for individuals with autism spectrum disorder (ASD), and these challenges can lead to issues with disruptive behavior, relationship development, vocational success, and long-term outcomes.

Research has shown that teaching strategies can help increase the acquisition and use of effective communication. This chapter will discuss various instructional strategies to improve communication skills for individuals with ASD from infancy through adulthood. Information will be provided on techniques to increase prelinguistic skills, teach first words, improve initiations, develop early language skills, and increase reciprocal social conversation abilities. We discuss pivotal response treatment (PRT) that targets core areas that result in improvements in other nontargeted areas. For example, specific motivational components that result in accelerated learning and improved affect will be described in detail. In addition, the chapter describes family involvement in treatment programs, learned helplessness, augmentative and alternative communication strategies, and the connection between disruptive behaviors and communication deficits. It is important that teachers, parents, and therapists understand common communication challenges for individuals with ASD and the evidence-based teaching strategies for this unique population.

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Authors and Affiliations

  1. Stanford University School of Medicine, Palo Alto, CA, USA

    Lynn Kern Koegel & Kristen Ashbaugh

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  1. Lynn Kern Koegel
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Correspondence to Lynn Kern Koegel .

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  1. University of Macau, Taipa, Macao

    Hsu-Min Chiang

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Koegel, L.K., Ashbaugh, K. (2017). Communication and Autism Spectrum Disorder. In: Chiang, HM. (eds) Curricula for Teaching Students with Autism Spectrum Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-69983-7_3

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