Evaluating social (pragmatic) communication disorder

Mandy, William; Wang, Adele; Lee, Irene; Skuse, David

doi:10.1111/jcpp.12785

Cited by 56 publications

(55 citation statements)

References 34 publications

(55 reference statements)

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“…Three aspects of language communication were identified: the ability to use language for different purposes (For example: use language forms appropriate to a range of purposes, audiences and contexts ); the ability to adapt language to meet the needs of other people ( plan and deliver oral presentations to peers ); and the ability to respond to non‐verbal language from others ( explore different ways of expressing emotions, including verbal, visual, body language and facial expression ). This is consistent with literature documenting the importance of understanding verbal and non‐verbal communication, following narrative conventions and using inferencing to identify social intent (Mandy, Wang, Lee & Skuse, ). Successful performance within a group context is influenced by an ability to adapt body language and feelings to match the identified meaning of the prevailing social language (Mandy et al .).…”

Section: Discussionsupporting

confidence: 89%

“…This is consistent with literature documenting the importance of understanding verbal and non‐verbal communication, following narrative conventions and using inferencing to identify social intent (Mandy, Wang, Lee & Skuse, ). Successful performance within a group context is influenced by an ability to adapt body language and feelings to match the identified meaning of the prevailing social language (Mandy et al .). When children are faced with a communication cue they engage in mental thinking processes to attend, interpret the cue and choose an appropriate behavioural response.…”

Section: Discussionsupporting

confidence: 89%

“…© 2018 Occupational Therapy Australia SOCIAL COGNITIVE ASPECTS OF THE CURRENT NSW SYLLABUSES non-verbal language from others (explore different ways of expressing emotions, including verbal, visual, body language and facial expression). This is consistent with literature documenting the importance of understanding verbal and non-verbal communication, following narrative conventions and using inferencing to identify social intent (Mandy, Wang, Lee & Skuse, 2017). Successful performance within a group context is influenced by an ability to adapt body language and feelings to match the identified meaning of the prevailing social language (Mandy et al).…”

Section: Plan (Mapping Programming and Evaluating Responses)supporting

confidence: 86%

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Cognitive aspects of social competence in the current New South Wales Kindergarten to Grade Six Syllabuses

Challita

Chapparo

Hinitt

2018

Aus Occup Therapy J

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Background/aim Occupational therapists are commonly referred children who find reduced social competence a barrier to participation in school activities. Little is known about the social skills expected of children at school and the thinking strategies children use during social interactions. This study aimed to investigate the social skills expected of children during school‐based learning activities in the current NSW K‐6 Syllabuses and the types of cognitive strategies expected during social interactions. Methods A qualitative text‐based approach was adopted to explore the range of social skills expected of children at school. A content analysis of text‐based data was used to identify specific social skills represented in the current NSW K‐6 Syllabuses and the types of cognitive strategies required. Cognitive strategy use items from the PRPP System of Task Analysis were used to identify expected ways of thinking that related to social competence outcomes as stated in the Syllabus. Results Findings revealed a high number of social skills represented in expected learning outcomes for all six subjects included in the analysis. Four categories representing expected social behaviours across the syllabuses were identified: intrapersonal skills: communication by language; interpersonal skills and responding to others. Each desired social competence phrase embedded within syllabus objectives aligned with at least one item from the PRPP System of Task Analysis. The highest representation of expected strategy use was items from Recall (memory) and Planning (problem solving and evaluating) Quadrants. Conclusion Investigation into the types of cognitive strategies embedded within Syllabus objectives which relate to social competence can assist therapists more accurately target social skills and associated cognitive strategies required for occupational performance at school. Findings from the study support the use of the PRPP System of Task Analysis for identifying and addressing cognitive strategy use during occupational therapy assessment and intervention.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 89%

Section: Plan (Mapping Programming and Evaluating Responses)supporting

confidence: 86%

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Cognitive aspects of social competence in the current New South Wales Kindergarten to Grade Six Syllabuses

Challita

Chapparo

Hinitt

2018

Aus Occup Therapy J

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“…This could have arisen because the 3Di-Adult missed their B-scale symptoms, or because they genuinely have social communication difficulties in the absence of significant repetitive behaviours. Such a symptom pattern is found in up to a third of children who met previous (DSM-IV) criteria for ASC (Mandy et al 2011 ), and is acknowledged in DSM-5 via its creation of Social (Pragmatic) Communication Disorder (Mandy et al 2017 ). Also, four of our 49 comparison participants were incorrectly identified by the interview as having ASC.…”

Section: Discussionmentioning

confidence: 99%

Assessing Autism in Adults: An Evaluation of the Developmental, Dimensional and Diagnostic Interview—Adult Version (3Di-Adult)

Mandy

Clarke

McKenner

et al. 2017

J Autism Dev Disord

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We developed a brief, informant-report interview for assessing autism spectrum conditions (ASC) in adults, called the Developmental, Dimensional and Diagnostic Interview-Adult Version (3Di-Adult); and completed a preliminary evaluation. Informant reports were collected for participants with ASC (n = 39), a non-clinical comparison group (n = 29) and a clinical comparison group (n = 20) who had non-autistic mental health conditions. Mean administration time was 38 min (50 min for ASC). Internal consistency (αs ≥ 0.93) and inter-rater agreement (ICCs ≥ 0.99) were high. When discriminating ASC from non-ASC, the 3Di-Adult showed excellent sensitivity (95%) and specificity (92%). The 3Di-Adult shows promise as a psychometrically sound and time-efficient interview for collecting standardised informant reports for DSM-5 assessments of ASC in adults, in research and clinical practice.

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“…Children with high-functioning autism spectrum disorder (HFASD) have heterogeneous pragmatic deficits [ 10 ] and long-term language processing difficulties [ 11 ]. A related group of children, termed Social (Pragmatic) Communication Disorder (SPCD), have similar pragmatic and language impairments [ 12 ] but may lie just below the threshold for ASD diagnosis [ 13 ]. It is possible that both these groups might benefit from social communication therapy but at present, we do not know precisely what routine SLT therapy services are provided for either of them.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a manualised speech and language therapy programme for children with social communication disorder: the SCIP feasibility study

Adams

Gaile

Roddam

et al. 2020

Pilot Feasibility Stud

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Background Children with Social (Pragmatic) Communication Disorder (SPCD) have long-term needs in using and processing social language and have a high risk of later mental health difficulties. A manualised speech and language therapy programme, the Social Communication Intervention Programme (SCIP) provides therapy content for SPCD. A feasibility study is required to derive more precise estimates of key parameters for a future trial of SCIP. Aims To assess the feasibility of conducting a substantive randomized controlled trial of SCIP for children with SPCD. Methods A questionnaire was distributed to paediatric speech and language therapists in England. Survey questions addressed number of eligible children, routine intervention provision and trial recruitment factors. In the second phase, a single-arm intervention feasibility study was completed. Fifteen speech and language practitioners identified 24 children aged 5–11 years with SPCD. Practitioners received training/supervision to deliver 20 SCIP therapy sessions to each child. At time 1, parents of participating children provided three communication goals; expected steps in each goal were defined. After intervention, parents and practitioners independently rated each goal compared to baseline ability. Two research practitioners compared parent post-intervention commentaries with outcome scores to derive guidance about clinical significance. All practitioners recorded audio commentaries on therapy experiences. Post-intervention interviews were conducted with 6 practitioners and 6 parents. An expert panel completed a Delphi consultation on trial design. Results Routine practice for SPCD varies widely. Children tend to be embedded in autism provision. Participation in a future trial was well supported provided resources are available to services. Outcomes analysis indicated all children except one made some progress on parent ratings; all children made progress on practitioner ratings. A power analysis for a future trial was carried out using current outcome measure as putative primary endpoint. Practitioners’ audio-diaries provided suggestions for training and adaption in a future trial. Outcomes and therapy methods were acceptable to practitioners and parents. Conclusions The feasibility study evaluated a novel outcome measure of social communication skills in SPCD. A power calculation indicated a feasible framework for a trial within a realistic period of time. Recommendations for recruitment methods, adaptation of manual and training were supported by practitioners and an expert panel. Trial registration Title: Speech-language therapy for child social communication disorder Trial ID: ISRCTN48030419. Date registered: January 1, 2017. Registered retrospectively.

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Evaluating social (pragmatic) communication disorder

Cited by 56 publications

References 34 publications

Cognitive aspects of social competence in the current New South Wales Kindergarten to Grade Six Syllabuses

Cognitive aspects of social competence in the current New South Wales Kindergarten to Grade Six Syllabuses

Assessing Autism in Adults: An Evaluation of the Developmental, Dimensional and Diagnostic Interview—Adult Version (3Di-Adult)

Evaluation of a manualised speech and language therapy programme for children with social communication disorder: the SCIP feasibility study

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