Defining Early Social Communication Skills: a Systematic Review and Analysis

Abstract

Several early social communication skills are theorized to be important for later more complex social behaviors. These skills, such as joint attention, social referencing, and social engagement, emerge very early in young children who are typically developing. For children with autism spectrum disorder (ASD) and other developmental delays, these skills may not emerge naturally and may need specialized interventions. Luckily, early social communication skills are a growing area of research and there is a developing library of potentially effective practices for intervention on these skills. Across these studies, however, there is considerable variability in the terminology, topographies, and categorizations of these skills that can lead to under or over identification of evidence-based practices to address these skills. This systematic review of the literature presents 29 single-case and group design studies that target an early social communication skill and highlight the range of definitions of these pivotal skills. Results suggest that there are overlapping definitions of these early social communication skills that may leave specific skills unaddressed. Ideas for more cohesive definitions and assessment are offered as well as opportunities for future research.