Amaç: Sosyal İletişim Bozukluğu (SİB), sosyal etkileşim, pragmatik dil kullanımı ve dil işleme gibi alanlarda inatçı zorluklarla karakterize edilen bir durumdur. Bu bozukluk, sosyal iletişim becerilerinin etkili bir şekilde kullanılmasını engelleyerek bireylerin sosyal ve akademik yaşamlarını olumsuz etkileyebilir. Bu çalışmanın amacı, SİB'i tanımlamak; SİB, otizm spektrum bozukluğu (OSB) ve gelişimsel dil bozukluğunun (GDB) klinik görünümleri arasında ayrım yapmanın zorluklarını tartışmak, DKT'ler için değerlendirme ve terapi yöntemlerine dair kapsamlı bilgiler sunmaktır. Bu bağlamda, DKT'lerin SİB ile ilgili bütüncül bir anlayış geliştirmelerine katkıda bulunmak hedeflenmiştir.
Yöntem: Bu çalışma geleneksel derleme yöntemi kullanılarak hazırlanmıştır. Alan yazın taraması “sosyal iletişim bozukluğu” “otizmde sosyal iletişim” “pragmatik dil bozukluğu” gibi terimlerin PubMed akademik veri tabanında ve Google Akademik arama motorunda taranmasıyla gerçekleştirilmiştir. Alan yazın taraması ve mevcut tanı kriterleri incelenerek SİB'in ayırt edici özellikleri, SİB’de değerlendirme ve müdahale yöntemleri, SİB’in yönetiminde DKT’lerin rolü gibi başlıklar oluşturulmuş; konu, ilgili başlıkların altında detaylı bir şekilde ele alınmıştır.
Bulgular: SİB, etkili tanı ve müdahale için kapsamlı bir yaklaşım gerektiren karmaşık bir bozukluktur. OSB’den özellikle kısıtlı/tekrarlayan davranışların yokluğu, sosyal iletişim sorunlarının daha belirgin olması ve dil gelişiminin genellikle daha az etkilenmesi gibi özelliklerle ayırt edilmektedir. Değerlendirme süreci, sosyal iletişim becerilerinin kapsamlı bir şekilde ele alınmasını gerektirir. Müdahale stratejileri, bireyselleştirilmiş planlar ve sosyal iletişim becerilerini geliştirmeye yönelik programları içermektedir. Sosyal İletişim Müdahale Projesi (SCIP) ve “Program for the Education and Enrichment of Relational Skills” (PEERS®) gibi programlar, SİB olan bireylerde iletişim becerilerinde anlamlı gelişmeler sağlama potansiyeline sahiptir.
Sonuç: DKT’ler, SİB'in değerlendirilmesi ve yönetiminde kritik bir rol oynamaktadır. Profesyoneller, aileler ve topluluklar arasında işbirliği, SİB'den etkilenen bireylerin sosyal ve akademik olarak gelişmelerine katkıda bulunabilir.
sosyal iletişim bozukluğu, ayırıcı tanı, otizm spektrum bozukluğu, gelişimsel dil bozukluğu
Acevedo, B., Aron, E., Pospos, S., & Jessen, D. (2018). The functional highly sensitive brain: A review of the brain circuits underlying sensory processing sensitivity and seemingly related disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(20170161). https://doi.org/10.1098/rstb.2017.0161
Adams, C. (2005). Social communication intervention for school-age children: Rationale and description. Seminars in Speech and Language, 26(3), 181–188. https://doi.org/10.1055/s-2005-917123
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Nash, M., Green, J., Vail, A., & Law, J. (2012). The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International journal of language & communication disorders, 47(3), 233–244. https://doi.org/10.1111/j.1460-6984.2011.00146.x
Adams, C., Lockton, E., & Collins, A. (2018). Metapragmatic explicitation and social attribution in social communication disorder and developmental language disorder: A comparative study. Journal of Speech, Language, and Hearing Research, 61(3), 604–618. https://doi.org/10.1044/2017_JSLHR-L-17-0026
Adams, C., Gaile, J., Roddam, H., Baxendale, J., Clitheroe, L., & Emsley, R. (2020). Evaluation of a manualised speech and language therapy programme for children with social communication disorder: the SCIP feasibility study. Pilot and Feasibility Studies, 6(137). https://doi.org/10.1186/s40814-020-00658-2
Adams, C., & Gaile, J. (2020). Evaluation of a parent preference-based outcome measure after intensive communication intervention for children with social (pragmatic) communication disorder and high-functioning autism spectrum disorder. Research in Developmental Disabilities, 105, 103752. https://doi.org/10.1016/j.ridd.2020.103752
Ahmed-Husain, S., & Dunsmuir, S. (2014). An evaluation of the effectiveness of Comic Strip Conversations in promoting the inclusion of young people with autism spectrum disorder in secondary schools. International Journal of Developmental Disabilities, 60(2), 89-108. https://doi.org/10.1179/2047387713Y.0000000025
Aldughaysh, K. S. (2017). The efficacy of digital comic strip conversations to teach empathetic responding to children with autism (Master's thesis, Missouri State University). MSU Graduate Theses, 3107. https://bearworks.missouristate.edu/theses/3107
Alev, G. (2011). Pragmatik Dil Becerileri Envanteri’nin Türkçe Standardizasyon Çalışması (Yüksek Lisans Tezi). Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
Alkinj, I., Pereira, A., & Santos, P. (2022). The effects of an educational program based on modeling and social stories on improvements in the social skills of students with autism. Heliyon, 8(5), e09289. https://doi.org/10.1016/j.heliyon.2022.e09289
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596 American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language-pathology [Scope of practice]. https://www.asha.org/policy/
American Speech-Language-Hearing Association. (2023). Code of ethics [Ethics]. https://www.asha.org/policy/
American Speech-Language-Hearing Association. (t.y.). Social communication disorder [Practice portal]. Erişim adresi: https://www.asha.org/practice-portal/clinical-topics/social-communication-disorder/
Amoretti, M. C., Lalumera, E., & Serpico, D. (2021). The DSM-5 introduction of the Social (Pragmatic) Communication Disorder as a new mental disorder: A philosophical review. History and Philosophy of the Life Sciences, 43(108). https://doi.org/10.1007/s40656-021-00460-0
Baird, G., & Norbury, C. F. (2016). Social (pragmatic) communication disorders and autism spectrum disorder. Archives of disease in childhood, 101(8), 745–751. https://doi.org/10.1136/archdischild-2014-306944 Bishop, D. V. M. (2003). The Children’s Communication Checklist. London: Pearson Assessment.
Bishop, D. V. M. (2010). Which neurodevelopmental disorders get researched and why? PLoS ONE, 5(11), e15112. https://doi.org/10.1371/journal.pone.0015112
Bishop, D. V. M., & Norbury, C. F. (2002). Exploring the borderlands of autistic disorder and specific language impairment: A study using standardised diagnostic instruments. Journal of Child Psychology and Psychiatry, 43(7), 917–929. https://doi.org/10.1111/1469-7610.00114
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE Consortium. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS ONE, 11(7), e0158753. https://doi.org/10.1371/journal.pone.0158753
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE Consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721 Bonelli, P., (2018). Social communication disorder and the SLP ASHAWIRE.https://leader.pubs.asha.org/do/10.1044/social-communication-disorder-and-the-slp/full/[Erişim tarihi:31.08.2024].
Brinton, B., & Fuijiki, M. (2018). Social communication disorder: This is our baby, SLPs!. The ASHA Leader, 23 (4). https://doi.org/10.1044/leader.SCM.23042018.38
Brukner-Wertman, Y., Laor, N., & Golan, O. (2016). Social (Pragmatic) Communication Disorder and Its Relation to the Autism Spectrum: Dilemmas Arising From the DSM-5 Classification. Journal of autism and developmental disorders, 46(8), 2821–2829. https://doi.org/10.1007/s10803-016-2814-5
Carruthers, S., Taylor, L., Sadiq, H., & Tripp, G. (2021). The profile of pragmatic language impairments in children with ADHD: A systematic review. Development and Psychopathology. https://doi.org/10.1017/S0954579421000328
Chan, J., & O'Reilly, M. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405–409. https://doi.org/10.1901/jaba.2008.41-405 Cummings, L. (2007). Pragmatics and adult language disorders: Past achievements and future directions. Seminars in Speech and Language, 28(02), 96–110. https://doi.org/10.1055/s-2007-970568
Chater, N., & Manning, C. D. (2006). Probabilistic models of language processing and acquisition. Trends in Cognitive Sciences, 10(7), 335–344. https://doi.org/10.1016/j.tics.2006.05.007
DuPaul, G. J., McGoey, K. E., Eckert, T. L., & VanBrakle, J. (2001). Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 508–515. https://doi.org/10.1097/00004583-200105000-00009
Ellis Weismer, S., Tomblin, J. B., Durkin, M. S., Bolt, D., & Palta, M. (2021a). A preliminary epidemiologic study of social (pragmatic) communication disorder in the context of developmental language disorder. International Journal of Language & Communication Disorders, 56(6), 1235–1248. https://doi.org/10.1111/1460-6984.12664
Ellis Weismer, S., Rubenstein, E., Wiggins, L., & Durkin, M. S. (2021b). A preliminary epidemiology study of social (pragmatic) communication disorder relative to autism spectrum disorder and developmental disability without social communication deficits. Journal of Autism and Developmental Disorders, 51(8), 2686–2696. https://doi.org/10.1007/s10803-020-04737-4
Evans, D. W., Leckman, J. F., Carter, A., Reznick, J. S., Henshaw, D., King, R. A., & Pauls, D. (1997). Ritual, habit, and perfectionism: the prevalence and development of compulsive-like behavior in normal young children. Child development, 68(1), 58–68. https://doi.org/10.1016/b978-0-08-097086-8.23008-0
Fox, L., Dunlap, G., & Philbrick, L. A. (1997). Providing Individual Supports to Young Children With Autism and Their Families. Journal of Early Intervention, 21(1), 1-14. https://doi.org/10.1177/105381519702100101
Frazier, T. W., Youngstrom, E. A., Speer, L., Embacher, R., Law, P., Constantino, J., & Eng, C. (2012). Validation of proposed DSM-5 criteria for autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 51(1), 28–40. https://doi.org/10.1016/j.jaac.2011.09.021
Frith, C.D.(2008). Social cognition. Philosophical Transactions of The Royal Society B, 363, 2033-2039. https://doi:10.1098/rstb.2008.0005
Fujiki, M., & Brinton, B. (2009). Pragmatics and social communication in children language disorders. In R. Schwartz (ed.), The Handbook of Child Language Disorders (New York: Psychology Press), pp. 407–423.
Gibson, J., Adams, C., Lockton, E., & Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54(11), 1186–1197. https://doi.org/10.1111/jcpp.12079
Gilmore, R., Ziviani, J., Mcintyre, S., Smithers Sheedy, H., Hilton, N., Williams, T., Chatfield, M. D., Laugeson, E., Sakzewski, L., & Friends Project Group (2022). Program for the Education and Enrichment of Relational Skills for adolescents with an acquired brain injury: A randomized controlled trial. Developmental medicine and child neurology, 64(6), 771–779. https://doi.org/10.1111/dmcn.15144
Gooch, D., Thompson, P., Nash, H. M., Snowling, M. J., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, 57(2), 180–187. https://doi.org/10.1111/jcpp.12458
Hao, Y., Du, Y., Zhang, S., Sun, L., & Keene, G. (2023). Effectiveness of telehealth social communication intervention on language skills among children with autism spectrum disorder: A systematic review and meta-analysis. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00358-7
Helland, W. A., Lundervold, A. J., Heimann, M., & Posserud, M.-B. (2014). Stable associations between behavioral problems and language impairments across childhood - The importance of pragmatic language problems, Research in Developmental Disabilities, 35(5), 943-951. https://doi.org/10.1016/j.ridd.2014.02.016
Honan, I., Sharp, N., McIntyre, S., & others. (2023). Program evaluation of an adapted PEERS® social skills program in young adults with autism spectrum disorder and/or mild intellectual impairment and social skills difficulties. Journal of Evaluation in Clinical Practice, 29(1), 126-135. https://doi.org/10.1111/jep.13743
Huerta, M., & Lord, C. (2012). Diagnostic Evaluation of Autism Spectrum Disorders. Pediatric Clinics of North America, 59(1), 103-111. https://doi.org/10.1016/j.pcl.2011.10.018
Hutchins, T. L., & Prelock, P. A. (2006). Using social stories and comic strip conversations to promote socially valid outcomes for children with autism. Seminars in speech and language, 27(1), 47–59. https://doi.org/10.1055/s-2006-932438
Hyman, S. L., Levy, S. E., & Myers, S. M. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447. https://doi.org/10.1542/peds.2019-3447
Hyter, Y. D. (2007). Pragmatic language assessment: A pragmatics-as-social practice model. Topics in Language Disorders, 27(2), 128–145. https://doi.org/10.1097/01.TLD.0000269929.41751.6b
İnan, B., Ökcün-Akçamuş, M. Ç., Bakkaloğlu, H., & Yalçın, S. (2020). Otizm spektrum bozukluğu olan çocuklar için Sosyal İletişim Kontrol Listesi-Revize’nin Türkçeye uyarlama ve geçerlik-güvenirlik çalışması. Erken Çocukluk Çalışmaları Dergisi, 4(1), 172-196. https://doi.org/10.24130/eccd-jecs.1967202041193
Ioannidi, V., & Samara, E. (2019) Speech and Communication Disorders: A Case Study as a Teaching Example of Lifelong Training for All. Open Access Library Journal, 6, 1-6. doi: 10.4236/oalib.1105162.
Izaryk, K., Edge, R., & Lechwar, D. (2021). A survey of speech-language pathologists’ approaches to assessing social communication disorders in children. Perspectives of the ASHA Special Interest Groups, 6(1), 1–17. https://doi.org/10.1044/2020_PERSP-20-00147
Kim, S. H., & Lord, C. (2013). The Behavioral Manifestations of Autism Spectrum Disorders. The Neuroscience of Autism Spectrum Disorder, 25-37. https://doi.org/10.1016/b978-0-12-391924-3.00002-8
Kok, T. B., Post, W. J., Tucha, O., de Bont, E. S. J. M., Kamps, W. A., & Klingma, A. (2014). Social competence in children with brain disorders: A meta-analytic review. Neuropsychology Review, 24(2), 219–235. https://doi.org/10.1007/s11065-014-9256-7
Kuhl, P. K. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10(1), 110–120. https://doi.org/10.1111/j.1467-7687.2007.00572.x
Kurşun, Z. (2023). Otizm spektrum bozukluğu olan bireylerde sosyal beceri öğretiminde kullanılan kanıt temelli bir uygulama: PEERS. Journal of Sustainable Education Studies (Özel Sayı (Ö2), 180-189.
Laugeson, E. A., & Park, M. N. (2014). Using a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: The PEERS method. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 32(1), 84-97.
Leaf, J.B., Ferguson, J.L.,Cihon, J.H., Milne, C.M., Leaf, R., & McEachin, J. (2019). A Critical Review of Social Narratives. Journal of Developmental and Physical Disabilities, 32(2): 241-256. https://doi.org/10.1007/s10882-019-09692-2 Lockton, E., Adams, C., & Collins, A. (2016). Do children with social communication disorder have explicit knowledge of pragmatic rules they break? A comparison of conversational pragmatic ability and metapragmatic awareness. International journal of language & communication disorders, 51(5), 508–517. https://doi.org/10.1111/1460-6984.12227
Marzullo-Kerth, D., Reeve, S. A., Reeve, K. F., & Townsend, D. B. (2011). Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism. Journal of Applied Behavior Analysis, 44(2), 279–294. https://doi.org/10.1901/jaba.2011.44-279 McCollow, M. M., & Hoffman, H. H. (2019). Supporting social development in young children with disabilities: Building a practitioner’s toolkit. Early Childhood Education Journal, 47(3), 309–320. https://doi.org/10.1007/s10643-019-00930-y
Matthews, D., Biney, H., & Abbot-Smith, K. (2018). Individual differences in children’s pragmatic ability: A review of associations with formal language, social cognition, and executive functions. Language Learning and Development, 14(3), 186–223. https://doi.org/10.1080/15475441.2018.1455584
Mills S, & Hedderly T. (2014).A guide to childhood motor stereotypies, tic disorders and the tourette spectrum for the primary care practitioner. Ulster Med J. 83(1):22-30. PMID: 24757265; PMCID: PMC3992090.
Mondada, L., Bänninger, J., Bouaouina, S A., Camus, L., Gauthier, G., Hänggi, P., Koda, M., Svensson, H., & Tekin, B S. (2020). Human sociality in the times of the Covid‐19 pandemic: A systematic examination of change in greetings. Wiley, 24(4), 441-468. https://doi.org/10.1111/josl.12433 Müller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities. Autism, 12(2), 173-190. https://doi.org/10.1177/1362361307086664
Namlı, Ş., & Şahin, S. (2022). İletişim bozukluklarının klinik olarak değerlendirilmesi: “İletişim Becerileri Kontrol Listesi-2 (İBKL-2)”nin Türkçe versiyonunun geçerlik ve güvenirlik çalışması. Hacettepe University Faculty of Health Sciences Journal, 9(2), 469–496. https://doi.org/10.21020/husbfd.1021222
Nelson, N. W. (2010). Language and literacy disorders: Infancy through adolescence. Boston: Allyn & Bacon. ISBN: 978-0205501786.
Norbury, C. F. (2014). Practitioner review: Social (pragmatic) communication disorder conceptualization, evidence and clinical implications. Journal of Child Psychology and Psychiatry, 55(3), 204–216. https://doi.org/10.1111/jcpp.12154
Norbury, C. F., & Sparks, A. (2013). Difference or disorder? Cultural issues in understanding neurodevelopmental disorders. Developmental Psychology, 49, 45–58.
Ökcün Akçamuş, M. Ç., Bakkaloğlu, H., Demir, Ş., & Bahap Kudret, Z. (2019). Otizm spektrum bozukluğunda Tekrarlayıcı Davranışlar Ölçeği-Revize Türkçe Sürümünün geçerlilik ve güvenilirlik çalışması. Anadolu Psikiyatri Dergisi, 20(Ek sayı 1), 65-72. https://doi.org/10.5455/apd.42649
Page, J. (2016). An evaluation of the effectiveness of 'Comic Strip Conversations' for addressing the target social behaviours of primary-aged pupils on the autistic spectrum (Doctoral dissertation, University of Nottingham).
Park, M. N., Moulton, E. E., & Laugeson, E. A. (2023). Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers. Focus on Autism and Other Developmental Disabilities, 38(2), 80-89. https://doi.org/10.1177/10883576221110158
Penn C. (1999). Pragmatic assessment and therapy for persons with brain damage: what have clinicians gleaned in two decades?. Brain and language, 68(3), 535–552. https://doi.org/10.1006/brln.1999.2127
Perkins, L., Crisp, J., & Walshaw, D. (1999). Exploring conversation analysis as an assessment tool in aphasia: The issue of reliability. Aphasiology, 13, 259–281.
Pierson, M. R., & Glaeser, B. C. (2005). Extension of research on social skills training using Comic Strip Conversations to students without autism. Education and Training in Developmental Disabilities, 40(3), 279–284. https://www.jstor.org/stable/23879721
Pereira, T., Ramalho, A. M., Valente, A. R. S., Couto, P. S., & Lousada, M. (2022). The effects of the Pragmatic Intervention Programme in children with autism spectrum disorder and developmental language disorder. Brain Sciences, 12(12), 1640. https://doi.org/10.3390/brainsci12121640
Rabi, N. M., Teck, W.K., Abdullah, N., Nasir, N.A.W.M., & Nordin, N.S. (2020). Social Communication Skills’ Criteria for Placement of Student with Disabilities in Inclusive Program. International Journal of Academic Research in Business and Social Sciences, 10(3). https://doi.org/10.6007/ijarbss/v10-i3/7079 Rohlfing, K. J., Wrede, B., Vollmer, A.-L., & Oudeyer, P.-Y. (2016). An alternative to mapping a word onto a concept in language acquisition: Pragmatic frames. Frontiers in Psychology, 7, Article 470. https://doi.org/10.3389/fpsyg.2016.00470
Ryan, N.P., Reyes, J., Crossley, L., Beauchamp, M.H., Catroppa, C., & Anderson, V.A. (2019). Unraveling the Association between Pediatric Traumatic Brain Injury and Social Dysfunction: The Mediating Role of Self-Regulation. Journal of Neurotrauma, 36(20), 2895–2903. https://doi.org/10.1089/neu.2018.6308 Saldert, C., & Bauer, M. (2017). Multifaceted communication problems in everyday conversations involving people with Parkinson's disease. Brain Sciences, 7(10), 123. https://doi.org/10.3390/brainsci7100123
Saul, J., Griffiths, S., & Norbury, C. F. (2023). Prevalence and functional impact of social (pragmatic) communication disorders. Journal of Child Psychology and Psychiatry, 64(3), 376–387. https://doi.org/10.1111/jcpp.13705
Schneider, N., & Goldstein, H. (2009). Social Stories™ improve the on-task behavior of children with language impairment. Journal of Early Intervention, 31(3), 250–264. https://doi.org/10.1177/1053815109339564
Sege R.D., Amaya-Jackson L., AAP American Academy of Pedıatrıcs Committee on Child Abuse and Neglect, Councilon Foster Care, Adoption, and Kinship Care; American Academy of Child and Adolescent Psychiatry Committee on Child Maltreatment and Violence, & National Center for Child Traumatic Stress. (2017). Clinical Considerations Related to the Behavioral Manifestations of Child Maltreatment. Pediatrics. 139(4):e20170100
Sigafoos, J., Schlosser, R. W., Green, V. A., O’Reilly, M. F., & Lancioni, G E. (2008). Communication and Social Skills Assessment. Clinical Assessment and Intervention for Autism Spectrum Disorder, 165-192. https://doi.org/10.1016/b978-012373606-2.50008-5
Simms, M. D., & Jin, X. M. (2015). Autism, Language Disorder, and Social (Pragmatic) Communication Disorder: DSM-V and Differential Diagnoses. Pediatrics in review, 36(8), 355–363. https://doi.org/10.1542/pir.36-8-355
Skuse, D. H. (2012). DSM-5’s conceptualization of autistic disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 51(4), 344–346.
Spinelli, C. (2007). Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners. Reading & Writing, 24(1), 101-118. https://doi.org/10.1080/10573560701753195
Swineford, L., Thurm, A., Baird, G., Wetherby, A M., & Swedo, S E. (2014). Social (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category. BioMed Central, 6(1). https://doi.org/10.1186/1866-1955-6-41.
Taylor, L. J., & Whitehouse, A. J. O. (2016). Autism spectrum disorder, language disorder, and social (pragmatic) communication disorder: overlaps, distinguishing features, and clinical implications. Australian Psychologist, 51, 287–295.
Thurm, A., Farmer, C., Salzman, E., Lord, C., & Bishop, S. (2019). State of the field: Differentiating intellectual disability from autism spectrum disorder. Frontiers in Psychiatry, 10, 526. https://doi.org/10.3389/fpsyt.2019.00526
Timler, G., Vogler-Elias, D., & McGill, K. (2007). Strategies for promoting generalization of social communication skills in preschoolers and school-aged children. Topics in Language Disorders, 27(2), 167–181. https://doi.org/10.1097/01.TLD.0000269931.18881.90
Timler, G. (2008, November). Social communication: A framework for assessment and intervention. The ASHA Leader, 13(15), 10 13. https://doi.org/10.1044/leader.FTR1.13152008.10
Tomasello, M. (1992). The social bases of language acquisition. Social Development, 1(1), 67-87. https://doi.org/10.1111/j.1467-9507.1992.tb00135.x
Tomchek, S. D., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61(2), 190–200. https://doi.org/10.5014/ajot.61.2.190
Topal, Z., Demir Samurcu, N., Taskiran, S., Tufan, A. E., & Semerci, B. (2018). Social communication disorder: a narrative review on current insights. Neuropsychiatric disease and treatment, 14, 2039–2046. https://doi.org/10.2147/NDT.S121124
Turkstra, L. S., Clark, A., Burgess, S., Hengst, J. A., Wertheimer, J. C., & Paul, D. (2017). Pragmatic communication abilities in children and adults: Implications for rehabilitation professionals. Disability and Rehabilitation, 39(18), 1872–1885. https://doi.org/10.1080/09638288.2016.1212113
Tylén, K., Weed, E., Wallentin, M., Roepstorff, A., & Frith, C.D. (2010), Language as a Tool for Interacting Minds. Mind & Language, 25: 3-29. https://doi.org/10.1111/j.1468-0017.2009.01379.x
Uono, S., & Hietanen, J. K. (2015). Eye contact perception in the West and East: A cross-cultural study. PLOS ONE, 10(2), e0118094. https://doi.org/10.1371/journal.pone.0118094
Volkmar, F. R., Reichow, B., & McPartland, J. (2012). Classification of autism and related conditions: Progress, challenges, and opportunities. Dialogues in Clinical Neuroscience, 14(3), 229–237. https://doi.org/10.31887/DCNS.2012.14.3/fvolkmar
Watkins, L., Kuhn, M., Ledbetter-Cho, K., Gevarter, C., & O’Reilly, M. (2015). Evidence-based social communication interventions for children with autism spectrum disorder. Indian Journal of Pediatrics, 84(1), 68–75. https://doi.org/10.1007/s12098-015-1938-5
Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(1), 53–64. https://doi.org/10.1177/10883576040190010701
Wolstencroft J, Robinson L, Srinivasan R, Kerry E, Mandy W, & Skuse D. (2018). A Systematic Review of Group Social Skills Interventions, and Meta-analysis of Outcomes, for Children with High Functioning ASD. J Autism Dev Disorder, 48(7):2293-2307. https://doi.org/10.1007/s10803-018-3485-1
Wolstencroft, J., Kerry, E., Denyer, H., Watkins, A., Mandy, W., & Skuse, D. (2021). New approaches to social skills training: Blended group interventions for girls with social communication difficulties. Autism research: official journal of the International Society for Autism Research, 14(5), 1061–1072. https://doi.org/10.1002/aur.2495 World Health Organization. (2001). International Classification of Functioning, Disability and Health.
Zwaigenbaum, L., Bauman, M. L., Stone, W. L., Yirmiya, N., Estes, A., Hansen, R. L., McPartland, J. C., Natowicz, M. R., Choueiri, R., Fein, D., Kasari, C., Pierce, K., Buie, T., Carter, A., Davis, P. A., Granpeesheh, D., Mailloux, Z., Newschaffer, C., Robins, D., Roley, S. S., … & Wetherby, A. (2015). Early identification of autism spectrum disorder: Recommendations for practice and research. Pediatrics, 136(Suppl 1), S10–S40. https://doi.org/10.1542/peds.2014-3667C