The Effects of the Pragmatic Intervention Programme in Children with Autism Spectrum Disorder and Developmental Language Disorder

Abstract

Purpose: Children with Autism Spectrum Disorder (ASD) and Developmental Language Disorder (DLD) frequently face pragmatic impairments which may result in learning, socialization, and mental health difficulties, therefore early intervention is crucial. In Portugal, the Pragmatic Intervention Programme (PICP) has been recently developed and validated, but its effects are unknown. This study aims to determine the effects of the PICP on preschool-age children with ASD or DLD with pragmatic impairments. Methods: A non-randomized controlled trial has been conducted. The children (n = 20) were assigned to the intervention (n = 11) or the control group (waiting list) (n = 9). Each child attended 24 PICP-based intervention sessions provided by a Speech and Language Therapist in kindergarten. The primary outcome measure was a Goal Attainment Scale (GAS) rated by parents and kindergarten teachers. Secondary outcomes include parent/teacher-reported communication skills (Escala de Avaliação de Competências Comunicativas) and an assessment of the child’s general language ability (Teste de Linguagem—Avaliação da Linguagem Pré-Escolar). Results: GAS results show that all the children in the intervention group made progress. Statistically significant differences between pre- and post-intervention assessments were found for all secondary outcomes. Conclusions: The main findings suggest that the PICP improves language in preschool-age children with ASD and DLD with pragmatic difficulties. Further research is needed to analyse the effects of the PICP for each neurodevelopmental disorder individually. These results are crucial and will contribute to future research and evidence-based practice.

Current practices of Portuguese speech-language pathologists with preschool-age children with pragmatic impairment: A cross-sectional survey

“…A non-randomised controlled trial about the effects of the PICP is ongoing and includes children with pragmatic impairment arising from both ASD and DLD. The first research findings suggest that the PICP improves language in preschool-age children with ASD and DLD with pragmatic difficulties, but additional research is needed to analyse the effects of the PICP for each neurodevelopmental disorder individually (Pereira et al, 2022). The length and frequency of the intervention sessions also follow an identical pattern for ASD and DLD (most report 30 to 45 minutes for session length and weekly for frequency), as well as the type of intervention, which is mostly a complement of direct and indirect management.…”