Teaching Social Communication Skills

Presented by John McEachin, PhD, BCBA-D at the Fall 2012 Autism Research Institute Conference.

Please Note: This presentation is over a decade old. Some data and theories may be outdated. We keep this and other older presentations available to demonstrate the evolution of autism understanding and care, and to ensure that autistic voices from the past continue to be heard.

Brief Overview:

Applied Behavior Analysis provides a systematic framework for teaching a wide range of skills to children with Autism Spectrum Disorder (ASD). Although commonly regarded as a highly structured approach it is also is very adaptable and flexible and well-suited to teaching more advanced and subtle skills associated with social communication. The degree of structure depends on the learning style of the student and the complexity of the skill being taught. Examples are provided of teaching the basic elements of language, breaking down abstract concepts into teachable components, and the social components of communication including joint attention.

Dr. McEachin’s presentation focuses on using a behavioral framework, specifically Applied Behavior Analysis (ABA) principles, to teach social communication skills to children with autism. He encourages the audience to think critically and always seek evidence to support assertions made about autism interventions.

• The presentation’s framework is rooted in behaviorism, which views the challenges in autism as an impairment of the natural “cause and effect” feedback loop that drives typical development.

• Early foundational learning is categorized into four main areas: Non-verbal Imitation, Matching (both non-verbal), Receptive Language (acting on language), and Expressive Language (expressing language).

• Discrete Trial Teaching (ABA) is employed to provide the immediate, direct, and tangible experience necessary to strengthen the learning signal and explicitly build an understanding of cause and effect.

• Repeated practice is crucial in this approach because it builds the fluency required to master concepts and react quickly enough to keep up with real-world interactions.

• The teaching paradigm utilizes a systematic contingency to immediately connect the child’s desired behavior (e.g., making eye contact) with a positive consequence to overcome social and visual attention deficits.

• A core method involves communication temptations, setting up situations where the child must verbalize a highly specific request (e.g., “I want juice,” not just “more”) to achieve a desired outcome.

• For non-verbal children, communication goals are pursued using equally effective alternative methods, including sign language, picture communication systems, or written words.

Published: 12/05/2012

Dr. McEachin is a clinical psychologist and behavior analyst who has been providing behavioral intervention to children with autism as well as adolescents and adults for more than 35 years. He received his graduate training under Professor Ivar Lovaas at UCLA on the Young Autism Project and contributed to the pioneering research on early intervention. In 1994 he joined with Ron Leaf in forming Autism Partnership, which they co-direct. Dr. McEachin has consulted to families, agencies, and school districts, assisting in the development of education and treatment programs and providing training to parents and classroom personnel. He has co-authored a number of books and journal articles and lectured throughout the world.