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Analysis of Intermediation Research on Social Communication of Autism Spectrum Disorder

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2020, 21(4), pp.191-212
  • DOI : 10.19049/JSPED.2020.21.4.07
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 9, 2020
  • Accepted : December 16, 2020
  • Published : December 31, 2020

Kunyong Rhee 1 WHA-SOO KIM 1 Lee, Sangjin 2

1대구대학교
2대구대학교 재활과학대학원

Accredited

ABSTRACT

[Purpose] This study aims to identify research trends and examine the corresponding implications through an analysis of intervention media, intervention techniques, and the social communication skills in a range of publications on social communication intervention for children with autism spectrum disorder (ASD). [Method] Forty-eight studies on social communication intervention of children with ASD published from 2009 to 2019 were included in the meta-analysis. [Results] A review of recent publication trends on this topic by year and type show that there was the highest number of publications in 2019, master’s thesis being more abundant than academic papers. Participant composition of the reviewed studies reveals that most case studies involved pre-school children with mild to moderate levels of autism, comprising a sample size of 1 or 3. As for the environment of intervention, the most common physical setting in which treatment took place was the therapy room. Treatment was typically administered by the researcher over the course of 11~15 or 16~20 sessions. The most popular media employed to achieve the objective of the interventions—improving participants’ social communication skills—were play activities, technology-mediated activities, and visual flashcards. The most adopted intervention methods were, in descending order, Augmentative and Alternative Communication (AAC), family-mediated intervention, social story intervention, and Milieu teaching. The ability to make requests was the target social communication skill in the majority of reviewed studies, with a substantial overlap with AAC. [Conclusion] An analysis of social communication evaluation criteria by intervention method demonstrates that AAC and social story intervention methods were mainly used to enhance the capability for making requests, while social story intervention and Milieu teaching were used to induce more spontaneous speech from children with ASD.

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