This paper presents an illustration of a complex communication intervention (the Social Communication Intervention Programme or SCIP) as delivered to a child who has a Social Communication Disorder (SCD). The SCIP intervention combined language processing, pragmatic and social understanding therapies within a program of individualized therapy activities and in close liaison with families. Outcomes revealed change in total and receptive language scores but not in expressive language. Conversation showed marked improvement in responsiveness, appreciation of listener knowledge, turn taking and adaptation of discourse style. Teacher reported outcomes included improved classroom behavior and enhanced literacy skills. Parent-reported outcomes included improved verbal interactions with family members and personal narratives. This paper demonstrates the complexity of needs in a child with a SCD and how these can be addressed in individualized intervention. Findings are discussed in relation to the essential nature of language support including pragmatic therapy for children with SCDs. Discussion includes the role of formal/functional outcome measurement and the proximity of chosen outcomes to the intervention.
Adams, Catherine, Gaile, Jacqueline, Lockton, Elaine, and Freed, Jenny. (2015). Integrating language, pragmatics and social intervention in a single subject case study of a child with a Developmental Social Communication Disorder. Language Speech and Hearing Services in the Schools. doi:10.1044/2015_LSHSS-14-0084