Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders

Abstract

Assessed collateral effects on the nonverbal communication behaviors of children with Autism Spectrum Disorders during their participation in two verbal communication interventions. Data was obtained through coding videotaped sessions. Participants were 7 school-aged children with ASD (6 boys, 1 girl)--four participated in each study; one participated in both. Pre-treatment results indicated children with ASD have fewer eye gaze, gestures, and positive affect than typical peers; there were little to no differences in joint attention and nonverbal niceties, which were infrequent for both groups. Post-treatment positive collateral effects were observed for eye gaze, gestures, and positive affect, while joint attention and nonverbal niceties remained low. Collateral improvements were maintained at follow up. There is a link between verbal and nonverbal skills acquisition, which highlights a need to include direct teaching of nonverbal skills in combination with teaching of verbal skills in interventions for children with ASD.