Skip to main content

Advertisement

SpringerLink
Log in

A Literature Review of Social Communication Interventions for Individuals with Autism Spectrum Disorder in General Education Settings

  • Communication Disorders (J Sigafoos, Section Editor)
  • Published:
Current Developmental Disorders Reports Aims and scope Submit manuscript

Abstract

Purpose of Review

Research indicates that educating individuals with autism is most effective in general education settings with peers. This review investigated the current literature on best practices for teaching social communications in general education settings.

Recent Finding

There were a wide range of interventions implemented in various settings with different implementors, with many utilizing peers for teaching. Due to the program variability identified, results were also highly varied, as so many factors can affect natural environment research.

Summary

One major finding was that time spent in interventions allows individuals to receive more direct instruction; more opportunities to practice a new skill; more support, prompting, and guidance in shaping the new skill until it is correct; and more reinforcement and opportunities to earn reinforcement; all necessary skills for learning for individuals with autism. Future research should focus on controlling for variables and more explicitly reporting procedures and agreements for better understanding and analysis.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

Papers of particular interest, published recently, have been highlighted as: • Of importance •• Of major importance

  1. Skinner BF. Verbal behavior. New York: Appleton-century-Crofts; 1957.

    Book  Google Scholar 

  2. Cooper JO, Heron TE, Heward WL. Applied behavior analysis. Hoboken: Pearson Education; 2019.

    Google Scholar 

  3. Jackson PW. Life in classrooms. New York: Teachers College Press; 1990.

    Google Scholar 

  4. Smith Myles B, Trautma ML, Schelvan RL. The hidden curriculum for understanding unstated rules in social situations for adolescents and young adults. Shawnee, KS; 2013.

  5. American Psychiatric Association. Diagnostic and statistical manual of mental disorders 5th ed. Washington, DC: Author; 2013. https://doi.org/10.1176/appi.books.9780890425596.

  6. Bock MA. Acquisition, maintenance, and generalization of a categorization strategy by children with autism. J Autism Dev Disord. 1994;24(1):39–51. https://doi.org/10.1007/BF02172211.

    Article  CAS  PubMed  Google Scholar 

  7. • Hyman SL, Levy SE, Myers SM, AAP Council on Children with Disabilities, Section on Developmental & Behavioral Pediatrics. Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics. 2020;145(1):1–64. https://doi.org/10.1542/peds.2019-3447. This article presents updates to the identification and treatment of young individuals with ASD.

  8. Shillingsburg MA, Bowen CN, Peterman RK, Gayman MD. Effectiveness of the direct instruction language for learning curriculum among children diagnosed with autism spectrum disorder. Focus Autism Other Dev Disabil. 2014;30(1):44–6. https://doi.org/10.1177/1088357614532498.

    Article  Google Scholar 

  9. •• Frampton SE, Munk GT, Shillingsburg LA. A systematic review and quality appraisal of applications of direct instruction with children with autism spectrum disorder. Perspect Behav Sci. 2021;1(44):245–66. https://doi.org/10.1007/s40614-021-00292-0. This review presents evidence for the benefits of using direct instruction for students diagnosed with ASD.

    Article  Google Scholar 

  10. Brown SM. Generalization, over selectivity, and discrimination in the autism phenotype: a review. Res Autism Spectr Disord. 2012;6(2):733–40. https://doi.org/10.1016/j.rasd.2011.10.01.

    Article  Google Scholar 

  11. • Plaisted KC. Reduced generalization in autism: an alternative to weak central coherence. In: Burack JA, Charman T, Yirmiya N, Zelazo PR, editors. The development of autism: perspectives from theory and research. Mahwah: Lawrence Erlbaum Associates Publishers; 2021. Presents information about the reduced generalization abilities of individuals with ASD.

  12. Stokes TF, Baer DM. An implicit technology of generalization. J Appl Behav Anal. 1977;10(2):349–67. https://doi.org/10.1901/jaba.1977.10-349.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  13. Leaf JB, Cihon JH, Ferguson JL, Milne CM, Leaf R, McEachin J. Comparing error correction to errorless learning: a randomized clinical trial. Anal Verbal Behav. 2020;36(1):1–20. https://doi.org/10.1007/s40616-019-00124-y.

    Article  PubMed  PubMed Central  Google Scholar 

  14. Markham VA, Giles AF, Roderique-Davies G, Adshead V, Tamiaki G, May RJ. Applications of within-stimulus errorless learning methods for teaching discrimination skills to individuals with intellectual and developmental disabilities: a systematic review. Res Dev Disabil. 2020;97:103521–103521. https://doi.org/10.1016/j.ridd.2019.103521.

    Article  PubMed  Google Scholar 

  15. Mueller MM, Palkovic CM, Maynard CS. Errorless learning: review and practical application for teaching children with pervasive developmental disorders. Psychol Sch. 2007;44(7):691–700. https://doi.org/10.1002/pits.20258.

    Article  Google Scholar 

  16. Chan JM, Lang R, Rispoli M, O’Reilly M, Sigafoos J, Cole H. Use of peer-mediated interventions in the treatment of autism spectrum disorders: a systematic review. Res Autism Spectr Disord. 2009;3(4):876–89. https://doi.org/10.1016/j.rasd.2009.04.003.

    Article  Google Scholar 

  17. Crosland K, Dunlap G. Effective strategies for the inclusion of children with autism in general education classrooms. Behav Modif. 2021;36(3):251–69. https://doi.org/10.1177/0145445512442682.

    Article  Google Scholar 

  18. Cushing LS, Kennedy CH. Academic effects of providing peer support in general education classrooms on students without disabilities. J Appl Behav Anal. 1997;30:139–51. https://doi.org/10.1901/jaba.1997.30-139.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  19. DiSalvo CA, Oswald DP. Peer-mediated interventions to increase the social interaction of children with autism: consideration of peer expectancies. Focus Autism Other Dev Disabil. 2002;17(4):198–207. https://doi.org/10.1177/10883576020170040201.

    Article  Google Scholar 

  20. Evans W, Gable RA, Habib A. Lessons from the past and challenges for the future: inclusive education for students with unique needs. Educ Sci. 2021;11(6):281. https://doi.org/10.3390/educsci11060281.

    Article  Google Scholar 

  21. Harrower JK, Dunlap G. Including children with autism in general education classrooms: a review of effective strategies. Behav Modif. 2001;25(5):763–84. https://doi.org/10.1177/0145445501255006.

    Article  Google Scholar 

  22. Koegel LK, Harrower JK, Koegel RL. Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavioral Interventions 1999:1:26–34. https://doi-org.sagecolleges.idm.oclc.org/10.1177/109830079900100104.

  23. Lüddeckens J. Approaches to inclusion and social participation in school for adolescents with autism spectrum conditions (ASC)—a systematic research review. Rev J Autism Dev Disord. 2021;8:37–50. https://doi.org/10.1007/s40489-020-00209-8.

    Article  Google Scholar 

  24. Sperry L, Neitzel J, Engelhardt-Wells K. Peer-mediated instruction and intervention strategies for students with autism spectrum disorders, preventing school failure. Altern Educ Child Youth. 2010;54(4):256–64. https://doi.org/10.1080/10459881003800529.

    Article  Google Scholar 

  25. Baer DM, et al. Letters to a lawyer. In: Heward WL, Heron TE, Neef NA, Peterson SM, Sainato DM, Cartledge G, et al., editors. Focus on behavior analysis in education: achievements, challenges, and opportunities. Upper Saddle River: Merrill/Pearson; 2005.

    Google Scholar 

  26. Baer DM, Wolf MM, Risley TR. Some current dimensions of applied behavior analysis. J Appl Behav Anal. 1968;1(1):91–7. https://doi.org/10.1901/jaba.1968.1-91.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  27. Weiss J. Expanding ABA Intervention in intensive programs for children with autism: the inclusion of natural environment training and fluency based instruction. Behav Anal Today. 2001;2(3):182–6. https://doi.org/10.1037/H0099946.

    Article  Google Scholar 

  28. Sundberg ML. The verbal behavior milestones assessment and placement program. California: AVB Press; 2014.

    Google Scholar 

  29. Meindl JN, Delgado D, Casey LB. Increasing engagement in students with autism in inclusion classrooms. Child Youth Serv Rev. 2020;111:1–10. https://doi.org/10.1016/j.childyouth.2020.104854.

    Article  Google Scholar 

  30. Rotheram-Fuller E, Kasari C, Chamberlain B, Locke J. Social involvement of children with autism spectrum disorders in elementary school classrooms. J Child Psychol Psychiatry. 2010;51(11):1227–34. https://doi.org/10.1111/j.1469-7610.2010.02289.x.

    Article  PubMed  PubMed Central  Google Scholar 

  31. Simpson RL, de Boer-Ott SR, Smith-Myles B. Inclusion of learners with autism spectrum disorders in general education settings. Top Lang Disord. 2003;23(2):116–33. https://doi.org/10.1097/00011363-200304000-00005.

    Article  Google Scholar 

  32. Watkins L, O’Reilly M, Kuhn M, Gevarter C, Lancioni GE, Sigafoos J. A review of peer-mediated social interaction interventions for students with autism in inclusive settings Journal of Autism and Developmental Disorders 2015:45(4):1070–1083. http://dx.doi.org.sagecolleges.idm.oclc.org/10.1007/s10803-014-2264-x.

  33. Dean M, Williams J, Orlich F, Kasari K. Adolescents with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention environment and peer composition. Sch Psychol Rev. 2020;49(1):60–73. https://doi.org/10.1080/2372966X.2020.1716636.

    Article  Google Scholar 

  34. Craig-Unkefer L, Walberg JL. Creating a common table: using peer mediated intervention to promote social communication skills with at-risk and autism spectrum disorder populations. JAASEP. 2015;59:82.

    Google Scholar 

  35. Cardon T, Wangsgard N, Dobson N. Video modeling using classroom peers as models to increase social communication skills in children with ASD in an integrated preschool. Educ Treat Child. 2019;42(4):515–36. https://doi.org/10.1353/etc.2019.0024.

    Article  Google Scholar 

  36. Chang Y, Shire SY, Shih W, Gelfand C, Kasari C. Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. J Autism Dev Disord. 2016;46:2211–23. https://doi.org/10.1007/s10803-016-2752-2.

    Article  PubMed  Google Scholar 

  37. Duenas AD, Plavnick JB, Goldstein H. Effects of a multicomponent peer mediated intervention on social communication of preschoolers with autism spectrum disorder. Except Child. 2021;87(2):236–57. https://doi.org/10.1177/0014402920953761.

    Article  Google Scholar 

  38. Maich K, Hall CL, Marie van Rhijn T, Squires K. Investigating stay, play, & talk: a peer-mediated social skills intervention for young children with autism spectrum disorder and other social challenges. Except Educ Int. 2018;28(2):82–104.

    Google Scholar 

  39. Maich K, Hall CL, Marie van Rhijn T, Squires K. Investigating stay, play, & talk: a peer-mediated social skills intervention for young children with autism spectrum disorder and other social challenges. Except Educ Int. 2018;28(2):82–104.

    Google Scholar 

  40. Nelson C, Paul K, Johnston S, Kidder JE. Use of a creative dance intervention package to increase social engagement and play complexity of young children with autism spectrum disorder. Educ Train Autism Dev Disabil. 2017;52(2):170–85.

    Google Scholar 

  41. Shire SY, Chang Y, Shih W, Bracaglia S, Kodjoe M, Kasari C. Hybrid implementation model of community partnered early intervention for toddlers with autism: a randomized study. J Child Psychol Psychiatry. 2017;58(5):612–22. https://doi.org/10.1111/jcpp.12672.

    Article  PubMed  Google Scholar 

  42. Vivanti G, Dissanayake C, Duncan E, Feary J, Capes K, Upson S, et al. Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: a pilot randomized controlled trial. Autism. 2019;23(5):1165–75. https://doi.org/10.1177/136236131880134.

    Article  PubMed  Google Scholar 

  43. Jung S, Saintano DM. Teaching games to young children with autism spectrum disorder using special interests and video modeling. J Intellect Dev Disabil. 2015;40(2):198–212. https://doi.org/10.3109/13668250.2015.1027674.

    Article  Google Scholar 

  44. Kamps D, Thiemann-Bourque K, Heitzman-Powell L, Schwartz I, Rosenberg N, Mason R, et al. A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: a randomized trial in kindergarten and first grade. J Autism Dev Disord. 2015;45:1809–24. https://doi.org/10.1007/s10803-014-2340-2.

    Article  PubMed  PubMed Central  Google Scholar 

  45. Kasari C, Dean M, Kretzmann M, Shih W, Orlich F, Whitney R, et al. Children with autism spectrum disorders and social skills groups at school: a randomized trial comparing intervention approach and peer composition. J Child Psychol Psychiatry. 2016;57(2):171–9. https://doi.org/10.1111/jcpp.12460.

    Article  PubMed  Google Scholar 

  46. Mpella M, Evaggelinou C, Koidou E, Tsigilis N. The effects of a theatrical play programme on social skills development for young children with autism spectrum disorders. Int J Spec Educ. 2019;33(4):828–45.

    Google Scholar 

  47. Hartzell R, Gann C, Liaupsin C, Clem S. Increasing social engagement in an inclusive environment. Educ Train Autism Dev Disabil. 2015;50(3):264–277. https://www.proquest.com/scholarly-journals/increasing-social-engagement-inclusive/docview/1707836235/se-2?accountid=13645.

  48. Ostryn C. Using the ASKED model to contrive motivations and teach individuals with ASD to ask wh-questions in natural settings. JAASEP. 2016;11(2):100–14.

    Google Scholar 

  49. Kretzman M, Shih W, Kasari C. Improving peer engagement of children with autism on the school playground: a randomized controlled trial. Behav Ther. 2015;46:20–8. https://doi.org/10.1016/j.beth.2014.03.006.

    Article  Google Scholar 

  50. Locke J, Shih W, Kang-Yi CD, Caramanio J, Shingledecker T, Gibson J, et al. The impact of implementation support on the use of a social engagement intervention for children with autism in public schools. Autism. 2019;23(4):834–45. https://doi.org/10.1177/1362361318787802.

    Article  PubMed  Google Scholar 

  51. Vincent LB, Openden D, Gentry JA, Long LA, Matthews NL. Promoting social learning at recess for children wit ASD and related social challenges. Behav Anal Pract. 2018;11:19–23. https://doi.org/10.1007/s40617-017-0178-8.

    Article  PubMed  Google Scholar 

  52. Wolfberg P, DeWitt M, Young GS, Nguyen T. Integrated play groups: promoting symbolic play and social engagement with typical peers in children with ASD across settings. J Autism Dev Disord. 2015;45:830–45. https://doi.org/10.1007/s10803-014-2245-0.

    Article  PubMed  Google Scholar 

  53. Schaefer JM, Cannella-Malone H, Brock ME. Effects of peer support arrangements across instructional formats and environments for students with severe disabilities. Remedial Spec Educ. 2018;39(1):3–14. https://doi.org/10.1177/0741932517727865.

    Article  Google Scholar 

  54. Sutton BM, Westerveld MF, Webster AA, Classroom teachers’ implementation of Social Stations intervention to improve the verbal initiations and responses of students with autism. J Autism Dev Disord. 2021:1–15. https://doi.org/10.1007/s10803-021-05042-4.

  55. Carter EW, Asmus J, Moss CK, Biggs EE, Bolt DM, Born TL, et al. Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Except Child. 2016;82(2):209–33. https://doi.org/10.1177/0014402915598780.

    Article  Google Scholar 

  56. Carter EW, Gustafson J, Sreckovic MA, Dykstra Steinbrenner JR, Pierce NP, Bord A, et al. Efficacy of peer support interventions in general education classrooms for high school students with autism spectrum disorders. Remedial Spec Educ. 2017;38(4):207–21. https://doi.org/10.1177/0741932516672067.

    Article  Google Scholar 

  57. Nalbant S. Effects of participation in inclusive physical activity on social skills of individuals with autism spectrum disorder. J Educ Train Stud. 2018;6(12):255–61.

    Article  Google Scholar 

  58. Jung S, Sainato DM. Teaching play skills to young children with autism. J Intellect Dev Disabil. 2013;38(1):74–90. https://doi.org/10.3109/13668250.2012.732220.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Center for Applied Behavior Analysis, Esteves School of Education, Russell Sage College, 65 First Street, Troy, NY, 12180, USA

    Cheryl Ostryn

  2. Peak Results Consulting, LLC, Denver, CO, USA

    Melissa S. Mincic

Authors
  1. Cheryl Ostryn
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Melissa S. Mincic
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cheryl Ostryn.

Ethics declarations

Conflict of Interest

The authors declare no competing interests.

Human and Animal Rights and Informed Consent

This article does not contain any studies with human or animal subjects performed by any of the authors.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

This article is part of the Topical Collection on Communication Disorders

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ostryn, C., Mincic, M.S. A Literature Review of Social Communication Interventions for Individuals with Autism Spectrum Disorder in General Education Settings. Curr Dev Disord Rep 9, 19–36 (2022). https://doi.org/10.1007/s40474-022-00247-3

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40474-022-00247-3

Keywords

Search

Navigation