Communication Interventions to support communication Language and SGDs demonstrate strong effects on improving Support among children and young people with communication skills. challenging behaviour and moderate effects on an ASD. Includes alternative and academic outcomes.57 augmentative communication (AAC) PECS demonstrate effects on moderate strong such as Picture Exchange – social skills.57 Communication System (PECS) and Speech Generating Devices (SGDs).57 Stronger effects of these interventions are in educational settings, particularly in mainstream settings.57 Teacher Investigating the use of evidence-based Change in teacher Predictor of use of EBP was observed training practices (EBP) among teachers with practice following improvement in student outcomes.58 students with autism (self-instruction, professional There was an interaction between instructional group-instruction and individual development. practices and improvements in communication, instruction).58 The communication, functioning, play and social skills among children Use of instructional practices in the functioning, play and and young people with an ASD.59 classroom for students with an ASD.59 social skills of children and young people with an ASD. School Organisational strategies to promote Social and Response to intervention and system-wide organisational inclusion of students with an ASD in communication skills, behaviour support can reduce the number of strategies schools.60 participation and students requiring intensive support.60 engagement.
Communication Support Interventions to support communication among children and young people with an ASD. Includes alternative and augmentative communication (AAC) such as Picture Exchange Communication System (PECS) and Speech Generating Devices (SGDs).57 Language and communication skills. SGDs demonstrate strong effects on improving challenging behaviour and moderate effects on academic outcomes.57 PECS demonstrate moderate – strong effects on social skills.57 Stronger effects of these interventions are in educational settings, particularly in mainstream settings.57 Teacher training Investigating the use of evidence-based practices (EBP) among teachers with students with autism (self-instruction, group-instruction and individual instruction).58 Use of instructional practices in the classroom for students with an ASD.59 Change in teacher practice following professional development. The communication, functioning, play and social skills of children and young people with an ASD. Predictor of use of EBP was observed improvement in student outcomes.58 There was an interaction between instructional practices and improvements in communication, functioning, play and social skills among children and young people with an ASD.59 School organisational strategies Organisational strategies to promote inclusion of students with an ASD in schools.60 Social and communication skills, participation and engagement. Response to intervention and system-wide behaviour support can reduce the number of students requiring intensive support.60
psdlitreview_EducationalSupportforStudentswithASD.docx