The Effects of a Developmental, Social–Pragmatic Language Intervention on the Production of Expressive Language Skills in Young Children with Autistic Spectrum Disorders

Abstract

The developmental, social–pragmatic model is a naturalistic strategy for teaching social-communication skills to young at-risk children and children with disabilities. Our aim was to assess the effect of a developmental, social–pragmatic language intervention on expressive language skills production in young children with autistic spectrum disorders. We used the experimental method in this study, we administered PLS-5 twice on two children, whose comprehension and expressive language ages were delayed associated with autism spectrum disorder as a baseline assessment and a post-treatment assessment. Our findings after comparing the baseline assessment scores and post-treatment assessment scores, there is a better improvement in auditory comprehension and expressive communication skills of both participants by using DSP language intervention strategies. We concluded that the child who takes language therapy using DSP language intervention will get better improvement in their language skills. Developmental social-pragmatic language intervention is more effective for children with autism than the other interventions.