Communication Training for Children with Autism Spectrum Disorder in the Community Environment: A Brief Review

Abstract

Persons with autism spectrum disorder (ASD) often display difficulties interacting with
their peers and care providers. In fact, social deficits are an essential diagnostic feature of ASD.
Functional Communication Training (FCT) is one of the most common and effective treatments
for communication and behavioral needs of children with developmental disabilities. Its
application to children with ASD is robust. An essential feature of FCT is that it has been shown
to result in generalized effects. That is, positive social interactive behaviors have been shown to
increase in occurrence. The essential feature of FCT is that differential reinforcement
contingencies are applied to increase a desired social response if problem behaviors are placed
on an extinction schedule. Specifically, more appropriate forms of communication are
consequated using identified functional reinforcers. To date, there are several treatments to
increase social behaviors in children with ASD, which utilize differential reinforcement as an
essential component including picture exchange communication system (PECS), pivotal response
therapy (PRT) and FCT. In addition, there are a number of procedures that, although commonly
used, lack empirical support in the recent literature. The purpose of this review is to examine
the treatment effectiveness of differential reinforcement based treatments designed to increase
communication and social skills of children with ASD. In addition, we will provide a review of
two commonly used procedures, Relationship Development Intervention (RDI) and
DIR/Floortime™ that lack empirical support in the recent literature. Nevertheless, due to their
widespread use, the utility of the application procedures will be discussed.