Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-05T05:06:01.138Z Has data issue: false hasContentIssue false

6 - Language, Cognitive-Communication, and Social-Communication Interventions

from Section 1 - Evidence-based Cognitive Rehabilitation

Published online by Cambridge University Press:  25 June 2018

By
Catherine Wiseman-Hakes ,
Lisa Kakonge  and
Susan Summerby-Murray
Edited by
Gianna Locascio  and
Beth S. Slomine
Gianna Locascio
Affiliation:
NYU Langone Health, New York
Beth S. Slomine
Affiliation:
Kennedy Krieger Institute, Baltimore
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Cognitive Rehabilitation for Pediatric Neurological Disorders , pp. 122 - 153
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1.Tukstra, L. S., McDonald, S. D. R. Social information processing in adolescents: data from normally developing adolescents and preliminary data from their peers with TBI. J Head Trauma Rehabil 2001;16(5):469–83.Google Scholar
2.Krause, M., Byom, L., Meulenbroek, P., Richards, S., O’Brien, K., Sacrey, L-A. R., et al. 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. Am J Speech-Language Pathol 2015;17(3):1–15.Google Scholar
3.World Health Organization. ICF-CY: International Classification of Functioning, Disability and Health: Children & Youth Version. Geneva; 2007.Google Scholar
4.World Health Organization. Health Promotion Glossary. Geneva; 1998.Google Scholar
5.World Health Organization. Constitution of the World Health Organization: Principles. Geneva; 2016.Google Scholar
6.Nippold, M. A. Later Language Development School-age Children, Adolescents and Young Adults. 4th ed. Pro-ED; 2016.Google Scholar
7.Hanen Centre. More Than Words® – The Hanen Program® for Parents of Children With Autism Spectrum Disorder. Hanen Centre.Google Scholar
8.Hanen Centre. It Takes Two to Talk® – The Hanen Program® for Parents of Children with Language Delays. Hanen Centre.Google Scholar
9.Starling, J., Munro, N., Togher, L., Arciuli, J. Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: A randomized controlled trial. Lang Speech Hear Serv Sch 2012;43:474–95.Google Scholar
10.Togher, L., McDonald, S., Tate, R., Rietdijk, R., Power, E. The effectiveness of social communication partner training for adults with severe chronic TBI and their families using a measure of perceived communication ability. NeuroRehabilitation 2016;38(3):243–55.Google Scholar
11.Lyons, J. Language and Linguistics. Cambridge: Cambridge University Press; 1981.Google Scholar
12.Robertson, A. What is language and how can we define it? Lang Learn Teach Blog. 2007. http://languagelearningandteaching.blogspot.com/2008/04/what-is-language-and-how-can-we-define.htmlGoogle Scholar
13.American Speech-Language-Hearing Association. Components of Social Communication. Washington, DC: ASHA.Google Scholar
14.MacDonald, S, Wiseman-Hakes, C. Knowledge translation in ABI rehabilitation: A model for consolidating and applying the evidence for cognitive-communication interventions. Brain Inj 2010;24(3):486–508.Google Scholar
15.American Speech-Language-Hearing Association. Roles of speech language pathologists in the identification diagnosis and treatment of individuals with cognitive-communication disorders. Position statement. ASHA. 2005.Google Scholar
16.Ryan, N. P., Catroppa, C., Beare, R., Silk, T. J., Crossley, L., Beauchamp, M. H., et al. Theory of mind mediates the prospective relationship between abnormal social brain network morphology and chronic behavior problems after pediatric traumatic brain injury. Soc Cogn Affect Neurosci 2016;11(4):683–92.Google Scholar
17.Turkstra, L. S., Dixon, T. M., Baker, K. K. Theory of mind and social beliefs in adolescents with traumatic brain injury. NeuroRehabilitation 2004;19(3):245–56.Google Scholar
18.Social Communication (Pragmatics). Kid Sense. Available from: https://childdevelopment.com.au/areas-of-concern/play-and-social-skills/social-communication-pragmatics/Google Scholar
19.Threats, T. T. The ICF and speech-language pathology: Aspiring to a fuller realization of ethical and moral issues. Int J Speech Lang Pathol 2010;12(2):87–93.Google Scholar
20.Westby, C. Application of the ICF in children with language impairments. Semin Speech Lang 2007;28:265–72.CrossRefGoogle ScholarPubMed
21.Malec, J. F., Smigielski, J. S., DePompolo, R. W. Goal attainment scaling and outcome measurement in postacute brain injury rehabilitation. Arch Phys Med Rehabil [Internet]. 1991 Feb [cited November 28, 2016];72(2):138–43. Available from: www.ncbi.nlm.nih.gov/pubmed/1991015Google Scholar
22.Menon, D. K., Schwab, K., Wright, D. W., Maas, A. I. Position statement: Definition of traumatic brain injury. Archives of Physical Medicine and Rehabilitation. 2010.CrossRefGoogle Scholar
23.Hudspeth, W. J., Pribram, K. H. Stages of brain and cognitive maturation. J Educ Psychol 1990;82(4):881–4.Google Scholar
24.Kaiser, A. P., Roberts, M. Y. Advances in early communication and language intervention. J Early Interv 2011;33(4):298–309.Google Scholar
25.Webb, S. J., Jones, E. J. H., Kelly, J., Dawson, G. The motivation for very early intervention for infants at high risk for autism spectrum disorders. Int J Speech Lang Pathol 2014;16(1):36–42.CrossRefGoogle ScholarPubMed
26.Brian, J. A., Bryson, S. E., Zwaigenbaum, L. Autism spectrum disorder in infancy: Developmental considerations in treatment targets. Curr Opin Neurol 2015;28:117–23.Google Scholar
27.Beaudoin, A. J., Sébire, G., Couture, M. Parent training interventions for toddlers with autism spectrum disorder. Autism Res Treat 2014:839890. Available from: www.pubmedcentral.nih.gov/articlerender.fcgi?artid=4033505&tool=pmcentrez&rendertype=abstractGoogle ScholarPubMed
28.Ewing-Cobbs, L., Prasad, M. R., Swank, P., Kramer, L., Mendez, D., Treble, A., et al. Social communication in young children with traumatic brain injury: Relations with corpus callosum morphometry. Int J Dev Neurosci 2012;30(3):247–54.Google Scholar
29.Greenham, M., Spencer-Smith, M. M., Anderson, P. J., Coleman, L., Anderson, V. A. Social functioning in children with brain insult. Front Hum Neurosci 2010;4(March):22.Google ScholarPubMed
30.Ciurea, A. V., Gorgan, M. R., Tascu, A., Sandu, A. M., Rizea, R. E. Traumatic brain injury in infants and toddlers, 0–3 years old. J Med Life 2011;4(3):234–43.Google Scholar
31.Sax, N., Weston, E. Language Development Milestones. Master’s thesis. 2007.Google Scholar
32.Hudspeth, W. J., Pribram, K. H. Psychophysiological indices of cerebral maturation. Int J Psychophysiol 1992;12(1):19–29.Google Scholar
33.Med Health Net. Cognitive developmental milestones [Internet]. Cognitive developmental milestones. 2016 [cited September 3, 2016]. Available from: www.med-health.net/Cognitive-Developmental-Milestones.htmlGoogle Scholar
34.American Speech-Language-Hearing Association. Social communication benchmarks [Internet]. Social communication benchmarks. 2016 [cited October 11, 2016]. Available from: www.asha.org/uploadGoogle Scholar
35.Houghton, K., Schuchard, J., Lewis, C., Thompson, C. K. Promoting child-initiated social-communication in children with autism: Son-Rise Program intervention effects. J Commun Disord 2013;46(5–6):495–506.CrossRefGoogle ScholarPubMed
36.Brian, J. A., Smith, I. M., Zwaigenbaum, L., Roberts, W., Bryson, S. E. The Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder: Feasibility, acceptability, and evidence of promise from a multisite study. Autism Res 2016;9(8)899–912.CrossRefGoogle ScholarPubMed
37.Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics 2010;125(1):e17–23.Google Scholar
38.Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., Yoder, P. A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms. J Child Psychol Psychiatry 2011;52(741–52).Google Scholar
39.Girolametto, L., Pearce, P. S., Weitzman, E. Interactive focused stimulation for toddlers with expressive vocabulary delays. J Speech Lang Hear Res 1996;39(6):1274–1283.Google Scholar
40.Pennington, L., James, P. The Hanen program for parents of preschool children with cerebral palsy: Findings from an exploratory study. J Speech Lang Hear Res 2014;52(5):1121–38.Google Scholar
41.Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., et al. Parent-implemented social intervention for toddlers with autism: An RCT. Pediatrics 2014;134(6):1084–93.Google Scholar
42.Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. J Autism Dev Disord 2015;45(7):1951–66.Google Scholar
43.Hart, S. L., Banda, D. R. Picture exchange communication system with individuals with developmental disabilities: A meta-analysis of single subject studies. Remedial Spec Educ 2010;31(6):476–88.Google Scholar
44.Smith, T., Iadarola, S. Evidence base update for autism spectrum disorder. J Clin Child Adolesc Psychol 2015;44(6):897–922.CrossRefGoogle ScholarPubMed
47.Katz, E., Girolametto, L. Peer-mediated intervention for pre-schoolers with ASD: Effects on responses and initiations. Int J Speech Lang Pathol 2015;17(6):565–76.Google Scholar
45.Miller, SA. Social-cognitive development in early childhood. In: Zelazo, PD, topic ed. Tremblay, RE, Boivin, M, Peters, RDeV, editors. Encyclopedia of Early Childhood Development [online]. Centre of Excellence for Early Childhood Development; 2010. p. 1–6. Available at: www.childencyclopedia.com/documents/MillerANGxp.pdf. (Accessed February 23, 2018.)Google Scholar
46.Best, J., Miller, P. A developmental perspective on executive function. Child Dev 2010;81(6):1641–60.Google Scholar
48.NasoudiGharehBolagh, R., Zahednezhad, H., VosoughiIlkhchi, S. The effectiveness of treatment-education methods in children with autism disorders. Procedia – Soc Behav Sci 2013;84:1679–83.Google Scholar
49.Thiemann-Bourque, K., Brady, N., McGuff, S., Stump, K., Naylor, A. Picture exchange communication system and pals: A peer-mediated augmentative and alternative communication intervention for minimally verbal preschoolers with autism. J Speech Lang Hear Res 2016;59(5):1133–45.Google Scholar
50.Barber, A. B., Saffo, R. W., Gilpin, A. T., Craft, L. D., Goldstein, H. Peers as clinicians: Examining the impact of Stay Play Talk on social communication in young preschoolers with autism. J Commun Disord 2016;59:1–15.Google Scholar
51.Morin, A. Developmental Milestones for Typical Second and Third Graders [Internet]. Understood. 2016 [cited October 11, 2016]. Available from: www.understood.org/en/learning-attention-issues/signs-symptoms/developmental-milestones/developmental-milestones-for-typical-second-and-third-gradersGoogle Scholar
52.Baron-cohen, S., Riordan, M. O., Stone, V., Jones, R., Plaisted, K. A new test of social sensitivity: Detection of faux pas in normal children and children with Asperger syndrome: J Autism Dev Disord 1999;29:407–18.Google Scholar
53.Turkstra, L. S., Politis, A. M., Forsyth, R. Cognitive-communication disorders in children with traumatic brain injury. Dev Med Child Neurol 2015;57(3):217–22.Google Scholar
54.McDonald, S., Honan, C., Kelly, M., Byom, L., Rushby, J. Disorders of social cognition and social behaviour following severe TBI. In: McDonald, S, Togher, L, Code, C, editors. Social and Communication Disorders Following Traumatic Brain Injury. 2nd ed. New York: Psychology Press; 2014.Google Scholar
55.DePompei, R., Hotz, G. Pediatric speech and language disorders following TBI. J Head Trauma Rehabil 2001;15(5):vi–vii.Google Scholar
56.Virues-Ortega, J., Julio, F. M., Pastor-Barriuso, R. The TEACCH program for children and adults with autism: A meta-analysis of intervention studies. Clin Psychol Rev 2013;33(8):940–53.Google Scholar
57.Petersen, D. B., Gillam, S. L., Spencer, T., Gillam, R. B. The effects of literate narrative intervention on children with neurologically based language inpairments.pdf. J Speech, Lang Hear Res 2010;53:961–81.Google Scholar
58.Marks, I., Stokes, S. F. Narrative-based intervention for word-finding difficulties: A case study. Int J Lang Commun Disord 2010;45(5):586–99.CrossRefGoogle ScholarPubMed
59.Owens, G., Granader, Y., Humphrey, A., Baron-Cohen, S. LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. J Autism Dev Disord 2008;38(10):1944–57.Google Scholar
60.Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., et al. 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. Int J Lang Commun Disord 2012;47(3):233–44.Google Scholar
61.Müller, E., Cannon, L. R., Kornblum, C., Clark, J., Powers, M. Description and preliminary evaluation of a curriculum for teaching conversational skills to children with high-functioning autism and other social cognition challenges. Lang Speech Hear Serv Sch 2016;47(3):191–208.Google Scholar
62.Reichow, B., Servili, C., Yasamy, M. T., Barbui, C., Saxena, S. Non-specialist psychosocial interventions for children and adolescents with intellectual disability or lower-functioning autism spectrum disorders: A systematic review. PLoS Med 2013;10(12):1–27.Google Scholar
63.Ciccia, A. H., Meulenbroek, P., Turkstra, L. S. Adolescent brain and cognitive developments. Top Lang Disord 2009;29(3):249–65.Google Scholar
64.Arain, M., Haque, M., Johal, L., Mathur, P., Nel, W., Rais, A, et al. Maturation of the adolescent brain. Neuropsychiatr Dis Treat 2013;9:449–61.Google Scholar
65.Kail, R. V., Ferrer, E. Processing speed in childhood and adolescence: Longitudinal models for examining developmental change. Child Dev 2007;78(6):1760–70.Google Scholar
66.Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., et al. Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. J Autism Dev Disord 2010;40(9):1067–79.Google Scholar
67.Steinberg, L., Morris, A. S. Adolescent Development. Annu Rev Psychol [Internet]. 2001;52(1):83–110.Google Scholar
68.Krause, M., Byom, L., Meulenbroek, P., Richards, S., O’Brien, K. Supporting the literacy skills of adolescents with traumatic brain injury. Semin Speech Lang 2015;36(1):60–73.Google Scholar
69.Anderson, P. Assessment and development of executive function (EF) during childhood. Child Neurospsychol 2002;8(2):71–82.Google Scholar
70.Choudhury, S., Blakemore, S.-J., Charman, T. Social cognitive development during adolescence. Soc Cogn Affect Neurosci 2006;1(3):165–74.Google Scholar
71.Reid, R., Lienemann, T. O. Self-regulated strategy development for written expression with students with attention deficit/hyperactivity disorder. Except Child 2006;73:53–68.Google Scholar
72.Graham, S., Harris, K. R. Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In: Swanson, H. L., Harris, K. R., Graham, S., editors. Handbook of Learning Disabilities. New York: Guilford Press; 2003. p. 323–44.Google Scholar
73.Kennedy, M. R. T., Coelho, C., Turkstra, L., Ylvisaker, M., Moore Sohlberg, M., Yorkston, K., et al. Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations. Neuropsychol Rehabil 2008;18(3):257–99.Google Scholar
74.Berkeley, S., Scruggs, T. E., Mastropieri, M. A. Reading comprehension instruction for students with learning disabilities, 1995–2006: a meta-analysis. Remedial Spec Educ 2010;31(6):423–36.Google Scholar
75.Oberg, L., Turkstra, L. S. Use of elaborative encoding to facilitate verbal learning after adolescent traumatic brain injury. J Head Trauma Rehabil 1998;13(3):44–62.Google Scholar
76.Cook, L. G., Chapman, S. B., Elliott, A. C., Evenson, N. N., Vinton, K. Cognitive gains from gist reasoning training in adolescents with chronic-stage traumatic brain injury. Front Neurol 2014;5:1–9.Google Scholar
77.Sohlberg, A., Perlewitz, M., Johansen, P. G., Schultz, A., Johnson, J., Hartry, L. Improving Pragmatic Skills in Persons with Head Injury. Tuscon, AZ: Communication Skillbuilders; 1992.Google Scholar
78.Wiseman-Hakes, C., Stewart, M. L., Wassertnan, R., Schuller, R. Peer group training of pragmatic skills in adolescents with acquired brain injury. J Head Trauma Rehabil 1998;13(6):23–38.Google Scholar
79.Agnihotri, S., Gray, J., Colantonio, A., Polatajko, H., Cameron, D,, Wiseman-Hakes, C., et al. Arts-based social skills interventions for adolescents with acquired brain injuries: Five case reports. Dev Neurorehabil 2014;17(1):44–63.Google Scholar
80.Tse, J., Strulovitch, J., Tagalakis, V,, Meng, L., Fombonne, E. Social skills training for adolescents with Asperger syndrome and high-functioning autism. J Autism Dev Disord [Internet]. October 17, 2007 [cited November 28, 2016];37(10):1960–8. Available from: http://link.springer.com/10.1007/s10803-006-0343-3Google Scholar
81.Dahlberg, C. A., Cusick, C. P., Hawley, L. A., Newman, J. K., Morey, C. E., Harrison-Felix, C. L., et al. Treatment efficacy of social communication skills training after traumatic brain injury: A randomized treatment and deferred treatment controlled trial. Arch Phys Med Rehabil 2007;88(12):1561–73.Google Scholar
82.Hawley, L., Newman, J. Social Skills and Traumatic Brain Injury: A Workbook for Group Treatment. Denver; 2006 (unpublished).Google Scholar
83.Kandalaft, M. R., Didehbani, N., Krawczyk, D. C., Allen, T. T., Chapman, S. B. Virtual reality social cognition training for young adults with high-functioning autism. J Autism Dev Disord 2013;43(1):34–44.Google Scholar
84.Togher, L., McDonald, S., Tate, R., Power, E., Rietdijk, R. TBI Express Partner Training. Sydney: The University of Sydney. 2002.Google Scholar
85.Fullerton, H. J., Wu, Y. W., Zhao, S., Johnston, S. C. Risk of stroke in children: Ethnic and gender disparities. Neurology 2003;61(2):189–94.Google Scholar
86.Brady, M. C., Kelly, H., Godwin, J., Enderby, P., Campbell, P. Speech and language therapy for aphasia following stroke. Brady, M. C., editor. Cochrane Database Syst Rev. June 2016.Google Scholar
87.Breitenstein, C., Grewe, T., Flöel, A., Ziegler, W., Springer, L., Martus, P., et al. Intensive speech and language therapy in patients with chronic aphasia after stroke: A randomised, open-label, blinded-endpoint, controlled trial in a health-care setting. Lancet 2017;389(10078):1528–38.Google Scholar
88.Cherney, L. R., Patterson, J. P., Raymer, A., Frymark, T., Schooling, T. Evidence-based systematic review: Effects of intensity of treatment and constraint-induced language therapy for individuals with stroke-induced aphasia. J Speech Lang Hear Res 2008;51(5):1282–99Google Scholar
89.Kagan, A., Simmons‐Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., et al. Counting what counts: A framework for capturing real‐life outcomes of aphasia intervention. Aphasiology 2008;22(3):258–80.Google Scholar
90.Oono, I. P., Honey, E. J., McConachie, H. Parent-mediated early intervention for young children with autism spectrum disorders (ASD). In: McConachie, H., editor. Cochrane Database of Systematic Reviews. Chichester, UK: John Wiley & Sons, Ltd; 2013.Google Scholar
91.Dahl, R. Adolescent brain development: A period of vulnerabilities and opportunities. Keynote address. Ann N Y Acad Sci 2004;1021:1–22.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×