Facilitating Peer-Directed Communication in Autistic Children and Adolescents

Abstract

Research and clinical work in facilitating peer-directed communication by autistic children and adults is reviewed. Results of studies of autistic youngsters functioning in dyads and groups, of an intervention program designed to increase spontaneous, functional language and of an experimental study assessing the social knowledge of autistic children are discussed. The nature of communication difficulties in autism are organized according to deficits in motivation and social skills, language, cognition and experience. Practical suggestions are made for designing interventions to facilitate peer-directed communication.