Section+II

According to Prizant and Wetherby (2005) Communicative and language competence may be the primary factor in determining the level to which individuals with ASD will develop socially and engage in relationships, activities and routines across a variety of settings. Additionally, researchers have also identified a correlation between the level of communication skills in individuals with ASD and the development or reduction of problem behaviors. It is clear to see the importance of developing communication skills in individuals with ASD; however, what educational approach does one adhere to in developing an effective academic program and facilitating improved communication? According to Prizant and Wetherby, the National Research Council of the National Academy of Sciences, in an attempt to generate recommendations and guidelines in developing educational interventions and programs for children with ASD, developed an expert committee to analyze past education research. The NRC Committee (2001) proposed that educational approaches should be able to measure gains in spontaneous communication in the context of functional activities and generalization of gains across settings and activities as well as with different partners. Additionally, the committee provided instructional priorities which targeted the aforementioned areas. Prizant and Wetherby list these priorities and provide a general description of each. The first priority emphasizes the importance of functional, spontaneous communicate in a variety of contexts. The emphasis should be on spontaneity and functionality as opposed to trained vocabulary and grammatical forms outside of social contexts. The second priority identified by the NRC Committee places importance on social instruction for children with ASD in a variety of settings or exposure to a variety of social learning experiences. The next priority addresses teaching play skills and appropriate use of objects and toys within play with peers, a skill the committee believes supports social communication. Another priority identified by the committee relates to generalization of cognitive goals in natural contexts. According to the authors, instruction should be provided with emphasis on functional activities. The next priority promotes positive approaches to addressing problem behavior. As stated previously, a relationship has been identified between the level of communication skills in individuals with ASD and the development or reduction of problem behaviors. The NRC Committee proposes addressing problem behaviors in a preventative manner by facilitating social communication skills in children with ASD, which in return, enables children to express themselves in socially appropriate ways. The final priority discusses the importance of functional academic skills. The authors relay the importance of developing activities and goals that are meaningful and functional for individuals with ASD.

I summarized the priorities in the article as part of section II. This really pertains to social and communication development. We can add more to this section but I thought this was a good start. I would love feedback. Kelly