Improving Conversational Skills in Children with Autism Spectrum Disorders: A Pilot Study of the Teaching Interaction Procedure (TIP)
Morgan Stanley Children’s Hospital of New York Presbyterian Columbia University Medical Center, USA
- *Corresponding Author:
- Sevlever M
Morgan Stanley Children’s Hospital of New York
Presbyterian Columbia University Medical Center, USA
E-mail: [email protected]
Received date August 05, 2015; Accepted date July 08, 2015; Published date July 15, 2015
Citation: Sevlever M (2015) Improving Conversational Skills in Children with Autism Spectrum Disorders: A Pilot Study of the Teaching Interaction Procedure (TIP). Int J Sch Cogn Psychol S1:006. doi:10.4172/2469-9837.S1-006
Copyright: © 2015 Sevlever M. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Children with Autism Spectrum Disorder (ASD) are often impaired in their ability to generate and maintain conversations with others (American Psychiatric Association, 2000). Poor conversational skills inhibit children with ASD from appropriately interacting with peers and family members, often prohibiting them from developing satisfying relationships with others. The teaching interaction procedure was utilized in the present intervention to improve conversational skills in four children with an ASD. Children ages 7-11 participated in an outpatient social skills group over a period of 10 weeks. Results suggest the teaching interaction procedure was effective in improving conversational skills for all participants. This study highlights issues related to conducting short-term group therapy with individuals with ASD.