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Abstract
The barriers to responsiveness and the initiation of communication are the two key problems encountered by children with autism spectrum disorders (ASD). Prior interventions based on behavioral reinforcement have had an obvious effect on responsive communication but a weak effect on the initiation of communication. Based on psychological development theory, we designed ultra-light clay interventions involving hands-on production or multi-interaction around key concepts and themes, teaching children about basic concepts, relationships, and logic, making abstract knowledge concrete and experience. Two studies (Study 1: N = 3, one-to-one intervention; Study 2: N = 8, one-to-two intervention) showed that ultra-light clay intervention improved both the initiation of and response to communication among children with ASD, but that such improvements show a peer-generalization effect in initiation communication, not in responsive communication. These findings provide a set of ultra-light clay interventions for communication in children with ASD and suggest a relationship between endogenous interventions and the initiation of communication.
Highlights
Autism spectrum disorders (ASD) are characterized by impairments in social interaction and communication, together with restricted, repetitive, and stereotyped patterns of behavior, interests, and activities (American Psychiatric Association, 2013)
In Study 1, we adopted the one-to-one form and used an ABABA design to examine whether ultra-light clay interventions would improve the responsive and initiating communication of children with autism spectrum disorders (ASD)
A significant difference was found in responsive communication among the five stages (A1, B1, A2, B2, A3), F(4,44) = 112.66, p < 0.001 (Figure 1-left side)
Summary
Autism spectrum disorders (ASD) are characterized by impairments in social interaction and communication, together with restricted, repetitive, and stereotyped patterns of behavior, interests, and activities (American Psychiatric Association, 2013). Ultra-light clay intervention has three main advantages: (1) based on applied behavior analysis, it contains rich color stimuli, while numerous studies have highlighted the value of visual strategies in children with autism (Tissot and Evans, 2003; Hume et al, 2014); children’s learning strategies can be continuously improved by providing visual support, (2) making abstract concepts more concrete and easier to understand through visual cues (Koegel et al, 2015, 2016). One study using ultra-light clay intervention in children without autism provided support for our hypothesis: Sherwood (2004) adopted ultra-light clay intervention and obtained good results in improving children’s cognitive, emotional, and verbal development It is still unknown whether it can improve the responsive and initiating communication of children with ASD. In Study 1, we adopted the one-to-one form and used an ABABA design to examine whether ultra-light clay interventions would improve the responsive and initiating communication of children with ASD. We adopted the one-to-one intervention form, a single-subject ABABA design, to examine the effect of ultralight clay interventions on responsive and initiating communication in children with ASD
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