Communication & Language Interventions 1

Communication and Language Interventions

Michelle Halter

Brandman University

EDUU 677

Dr. Anne Spillane

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Communication and Language

Communication is defined as the ability to express wants, needs, choices feelings, or

ideas (Wong, C., 2013, pg 19). One of the characteristics of Autism Spectrum Disorder is the

“persistent deficits in social communication and interactions across multiple contexts” (Stichter,

2016, pg 444). There are currently 27 Evidence-Based Practices that have been investigated

through scientific research and data collection to be effective for students with an Autism

Spectrum Disorder. Of those, there are 26 EBPs that are effective interventions for addressing

communication and language skills (Wong, 2013). Three of those Evidence-Based Practices are

Naturalistic Interventions (NI), Peer-Mediated Instruction and Intervention (PMII), and Social

Narratives (SN) (Wong, 2013).

Naturalistic Intervention (NI) incorporates strategies from Applied Behavior Analysis

(ABA) into the typical setting, during everyday activities or routines. The teacher determines

that there are naturally occurring reinforcers for the learner as part of the routine. The teacher

provides any necessary support for the student to engage in the targeted behavior (Amsbary, J. &

AFIRM Team, 2017). As the student attempts to communicate the teacher narrates about the

behavior as it occurs and arranges for a natural consequence for the targeted behavior or skill

(Wong, C., 2013, pg. 20). Prompting and Modeling are used along with Naturalistic Intervention

to provide a model for the student of how to use the skill. Naturalistic Intervention has been

found to be effective within the area of communication with individuals as young as toddlers to

elementary school age 0-11 (Wong, C., 2013). Naturalistic Instruction has been shown to help

children with an ASD with the generalization of skills, the ability to perform an acquired skill

across different settings (National Autism Center, 2011, pg. 52).

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Peer-Mediated Instruction and Intervention (PMII) involves typically developing peers

interacting with or helping a peer with an Autism Spectrum Disorder to learn a new behavior,

communication or social skill by increasing their social and learning opportunities within the

natural environments, the classroom or at recess. Teachers systematically provide opportunities

to teach the typical peers the strategies for engaging with their peers with an ASD through

positive social interactions (Wong, C., 2013, pg. 20). Some skills that peers can help address

with Peer-Mediated Instruction and Intervention are greetings, playing with others, joining a

game or activity, and participating in a conversation with a peer while maintaining eye contact

(Sam, A, 2015). Peer-Mediated Instruction and Intervention has been found to be an effective

intervention for communication with students from 0-18 years old, preschoolers to high

school-age learners (Wong, C., 2013).

Social Narratives (SN) are narratives that describe a social situation in detail, by focusing

on relevant social cues, and prompting ways of responding appropriately. The best practice with

social narratives is individualizing the stories according to the student’s need. These stories are

short in length and include pictures and other visual supports (Wong, C. 2013, pg 27). Social

narratives are effective in the area of communication with individuals 0-11 years old,

preschoolers to elementary age learners (Wong, C. 2013). Social Narratives prepare learners

with an ASD to use a target skill in an identified social situation, like making choices or playing

with peers (Sam, A., 2015).

How to Implement Interventions with Fidelity

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Fidelity means using the evidence-based practice the way it was intended by the people

who developed the practice. It is like following a recipe when the steps are completed out of

sequence the outcome is not what was intended (Wong, C., 2013)

The key to fidelity with Naturalistic Intervention is engaging the student in their natural

environment, not trying to manufacture a situation for the student to perform a task. In my

fieldwork observations, this has led to teaching sessions being postponed because the intended

target behavior was not going to occur. More than one adult (the teacher, paraeducator, service

provider) should be familiar with the intended goal and working towards the target behavior.

Another key component of Naturalistic Intervention is providing a reinforcement that is

interesting and motivating to the learner.

Fidelity is maintained in Peer-Mediated Instruction and Intervention with choosing the

typical peers that will be interacting with the student with an ASD. The peer should be a role

model for the student. Training the students on how to interact and model the target behavior is

important. In my fieldwork observations, I have observed the systematic approach that has been

implemented to instruct three-year-olds on how to model playing or responding to questions to

their peers with an ASD.

Fidelity for Social Narratives is individualizing the social narrative to the intended

student. This involves defining the situation and giving useful strategies to use in the situation

within the story. From my fieldwork observations, fidelity is only maintained as long as

everyone involved, parents and service providers, are aware of the story and use the same

language across the different settings throughout the day.

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References

Amsbary, J. & AFIRM Team. (2017). Naturalistic Intervention​.​ ​National Professional

Development Center on Autism Spectrum Disorders, FPG Child Development Center,

University of North Carolina.​ Retrieved from

http://afirm.fpg.unc.edu/naturalistic-interverntion​.

National Autism Center. (2011). Evidence-Based Practice and Autism in the School. ​National

Autism Center​.

Sam, A., & AFIRM Team. (2015). Peer-mediated instruction and intervention. ​National

Professional Development Center on Autism Spectrum Disorders, FPG Child

Development Center, University of North Carolina.​ Retrieved from

http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention​.

Sam, A., & AFIRM Team. (2015). Social Narratives. ​National Professional Development

Center on Autism Spectrum Disorders, FPG Child Development Center, University of

North Carolina​. Retrieved from ​http://afirm.fpg.unc.edu/social-narratives​.

Stichter, Janine P., T. Chris Riley-Tillman, and Shane R. Jimerson. 2016. “Assessing,
Understanding, and Supporting Students With Autism at School: Contemporary Science,
Practice, and Policy.” ​School Psychology Quarterly. 31​: 443-449.

Wong, C., et al. (2013). Evidence-Based practices for children, youth, and young adults with

Autism Spectrum Disorder. Frank Porter Graham Child Development Institute, Autism
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Evidence-Based Practice Review Group.

Wong, C. (2013). Naturalistic intervention (NI) fact sheet. Chapel Hill: The University of North

Carolina, Frank Porter Graham Child Development Institute, The National Professional

Development Center on Autism Spectrum Disorders.

Wong, C. (2013). Peer-mediated intervention and intervention (PMII) fact sheet. Chapel Hill:

The University of North Carolina, Frank Porter Graham Child Development Institute,

The National Professional Development Center on Autism Spectrum Disorders.

Wong, C. (2013) Social narratives (SN) fact sheet. Chapel Hill: The University of North

Carolina, Frank Porter Graham Child Development Institute, The National Professional

Development Center on Autism Spectrum Disorders.