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Advanced Social Communication Skills for Young Children with Autism: a Systematic Review of Single-Case Intervention Studies

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Abstract

The extant literature on social communication interventions for young children with autism spectrum disorder (ASD) has been well reviewed. However, current reviews of the literature indicate more research is needed on advanced social skills for young children with ASD. These more complex social skills, such as sustaining a conversation, showing empathy, or telling a joke, are critical for peer acceptance in the elementary school years. In the current paper, we reviewed the existing single-case literature on social communication interventions for advanced social skills for young (4–12-year-old) children with ASD. We define advanced social skills using the task analysis of the Social Behavior and Social Play—Level 3 subsection of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). Electronic database searches of Education Resources Information Center (ERIC), Academic Search Premier, and PsycINFO were conducted. Results revealed a library of useful interventions for a specific set of social communication skills; however, some crucial skills for children with ASD were missing from the results. Directions for future research and practice are discussed.

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Authors and Affiliations

  1. Early Childhood Special Education, College of Education & Human Development, Georgia State University, 30 Pryor St., Atlanta, GA, 30303, USA

    Sarah G. Hansen

  2. University of Oregon, Eugene, OR, USA

    Rebecca J. Frantz, Wendy Machalicek & Tracy J. Raulston

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  1. Sarah G. Hansen
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Correspondence to Sarah G. Hansen.

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Hansen, S.G., Frantz, R.J., Machalicek, W. et al. Advanced Social Communication Skills for Young Children with Autism: a Systematic Review of Single-Case Intervention Studies. Rev J Autism Dev Disord 4, 225–242 (2017). https://doi.org/10.1007/s40489-017-0110-8

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