Social Communication Disorder (2023)

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. (2015). Assessment and intervention for children with pragmatic language impairment. In D. Hwa-Froelich (Ed.), Social communication development and disorders (pp. 141–169). Psychology Press.

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., 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

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

American Speech-Language-Hearing Association. (2016a). Code of ethics [Ethics]. https://ww.asha.org/policy/

American Speech-Language-Hearing Association. (2016b). Scope of practice in speech-language-pathology [Scope of practice]. https://www.asha.org/policy/

Ashori, M. (2019). The effectiveness of life skills training on the social skills of deaf students. Biomedical Journal of Scientific & Technical Research, 19(3), 14276–14280. [PDF]

Bambini, V., Arcara, G., Bechi, M., Buonocore, M., Cavallaro, R., & Bosia, M. (2016). The communicative impairment as a core feature of schizophrenia: Frequency of pragmatic deficit, cognitive substrates, and relation with quality of life. Comprehensive Psychiatry, 71, 106–120. https://doi.org/10.1016/j.comppsych.2016.08.012

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

Calderon, R., & Greenberg, M. (2003). Social and emotional development of deaf children. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 177–189). Oxford University Press.

Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4–16. https://doi.org/10.1177/109830070200400102

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

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

Cummings, L. (Ed.). (2021). Handbook of pragmatic language disorders. Springer.

Curenton, S. M., & Justice, L. M. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools, 35, 240–253. https://doi.org/10.1044/0161-1461(2004/023)

Ellis Weismer, S., Rubenstein, E., Wiggins, L., & Durkin, M. S. (2021). A preliminary epidemiologic 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

Ellis Weismer, S., Tomblin, J. B., Durkin, M. S., Bolt, D., & Palta, M. (2021). 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

Fujiki, M., & Brinton, B. (2017). Social communication intervention for children with language impairment. In R. J. McCauley, M. E. Fey, & R. Gillam (Eds.), Treatment of language disorders in children. Brookes.

Gray, C. (1994). Comic strip conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders. Future Horizons.

Gray, C., White, A. L., & McAndrew, S. (2002). My Social Stories book. Jessica Kingsley Publishers.

Green, B. C., Johnson, K. A., & Bretherton, L. (2014). Pragmatic language difficulties in children with hyperactivity and attention problems: An integrated review. International Journal of Language & Communication Disorders, 49(1), 15–29. https://doi.org/10.1111/1460-6984.12056

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

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), 047–059. https://doi.org/10.1055/s-2006-932438

Hwa-Froelich, D. A. (2015). Social communication assessment and intervention for children exposed to maltreatment. In D. A. Hwa-Froelich (Ed.), Social communication development and disorders (pp. 287-319). Psychology Press.

Individuals With Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, § 118 Stat. 2647 (2004). http://idea.ed.gov/

Inglebret, E., Jones, C., & Pavel, D. M. (2008). Integrating American Indian/Alaska Native culture into shared storybook intervention. Language, Speech, and Hearing Services in Schools, 39, 521–527. https://doi.org/10.1044/0161-1461(2008/07-0051)

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

Johnson, S., Matthews, R., Draper, E. S., Field, D. J., Maktelow, B. N., Marlow, N., Smith, L. K., & Boyle, E. M. (2015). Early emergence of delayed social competence in infants born late and moderately preterm. Journal of Developmental & Behavioral Pediatrics, 36(9), 690–699. https://doi.org/10.1097/DBP.000000000000022

Knoors, H. E. T., & Marschark, M. (2020). Accommodating deaf and hard-of-hearing children with cognitive deficits. In M. Marschark & H. E. T. Knoors (Eds.), The Oxford handbook of deaf studies in learning and cognition (pp. 426–437). Oxford University Press.

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

Lemanek, K. L., Williamson, D. A., Gresham, F. M., & Jensen, B. J. (1986). Social skills training with hearing-impaired children and adolescents. Behavior Modification, 10(1), 55–71. https://doi.org/10.1177/01454455860101004

Luetke-Stahlman, B. (1995). Classrooms, communication, and social competence. Perspectives in Education and Deafness, 13(4), 12–16.

Nelson, K. (1978). How children represent knowledge of their world in and out of language: A preliminary report. In R. S. Siegler (Ed.), Children’s thinking: What develops? (pp. 255–273). Erlbaum.

Nelson, N. (2010). Language and literacy disorders: Infancy through adolescence. Allyn & Bacon.

On, Z. X., Ryan, N. P., Konjarski, M., Catroppa, C., & Stargatt, R. (2021). Social cognition in paediatric traumatic brain injury: A systematic review and meta-analysis. Neuropsychology Review, 32(1), 127–148. https://doi.org/10.1007/s11065-021-09488-2

Poll, G. H., Maskalunas, C., Walls, L., Durbin, S., Hunken, H., & Petru, J. (2021). Measurement properties of social communication assessments for transition-age adolescents: A systematic review. Language, Speech, and Hearing Services in Schools, 52(3), 917–936. https://doi.org/10.1044/2021_LSHSS-20-00141

Rosema, S., Crowe, L., & Anderson, V. (2012). Social function in children and adolescents after traumatic brain injury: A systematic review 1989–2011. Journal of Neurotrauma, 29(7), 1277–1291. https://doi.org/10.1089/neu.2011.2144

Schlesinger, H. S., & Meadow-Orlans, K. P. (1972). Sound and sign: Childhood deafness and mental health. University of California Press.

Schloss, P. J., & Smith, M. A. (1990). Teaching social skills to hearing-impaired students. Alexander Graham Bell Association for the Deaf.

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

Seltzer, V. C. (2009). Peer-impact diagnosis and therapy: A handbook for successful practice with adolescents. New York University Press.

Szarkowski, A., Young, A., Matthews, D., & Meinzen-Derr, J. (2020). Pragmatics development in deaf and hard of hearing children: A call to action. Pediatrics, 146(Suppl. 3), S310–S315. https://doi.org/10.1542/peds.2020-0242L

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

Vernon, D. S., Schumaker, J. B., & Deshler, D. D. (1996). The SCORE skills: Social skills for cooperative groups. Edge Enterprises.

Vernosfaderani, A. M. (2014). The effectiveness of life skills training on enhancing the self-esteem of hearing impaired students in inclusive schools. Open Journal of Medical Psychology, 3(1), 94–99. https://doi.org/10.4236/ojmp.2014.31012

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

Westby, C. E. (2015). Social communication assessment and intervention for children with disruptive behavior disorder. In D. A. Hwa-Froelich (Ed.), Social communication development and disorders (pp. 320-349). Psychology Press.

Westby, C. (2017). Keep this theory in mind: Children who are deaf or hard of hearing often struggle with pragmatic skills, specifically the “theory of mind,” an expert says. The ASHA Leader, 22(4), 18–20. https://doi.org/10.1044/leader.AEA.22042017.18

Whitehouse, A. J., Watt, H. J., Line, E. A., & Bishop, D. V. M. (2009). Qualitative aspects of developmental language impairment relate to language and literacy outcome in adulthood. International Journal of Language & Communication Disorders, 44(4), 489–510.

World Health Organization. (2001). International Classification of Functioning, Disability and Health.

Yoshinaga-Itano, C., Sedey, A. L., Mason, C. A., Wiggin, M., & Chung, W. (2020). Early intervention, parent talk, and pragmatic language in children with hearing loss. Pediatrics, 146(Suppl. 3), S270–S277. https://doi.org/10.1542/peds.2020.-0242F

Top Articles
Latest Posts
Article information

Author: Delena Feil

Last Updated: 01/10/2023

Views: 5684

Rating: 4.4 / 5 (65 voted)

Reviews: 88% of readers found this page helpful

Author information

Name: Delena Feil

Birthday: 1998-08-29

Address: 747 Lubowitz Run, Sidmouth, HI 90646-5543

Phone: +99513241752844

Job: Design Supervisor

Hobby: Digital arts, Lacemaking, Air sports, Running, Scouting, Shooting, Puzzles

Introduction: My name is Delena Feil, I am a clean, splendid, calm, fancy, jolly, bright, faithful person who loves writing and wants to share my knowledge and understanding with you.