Reciprocal Social Conversation in Children and Adolescents with ASD and Asperger Syndrome

Background: Individuals with autism spectrum disorders (ASD) and Asperger Syndrome (AS) often have difficulty effectively using language in various social contexts. This difficulty is often demonstrated in deficits in reciprocal social conversation, or the ability to sustain a verbal exchange through initiations and expansion of conversational topics. The inability or reluctance to use language in a social manner severely limits social interactions and exacerbates the risk of social withdrawal and isolation that is commonly experienced by individuals with ASD and AS.

Objectives: The purpose of this study was to examine the effects of a behavioral intervention using an empirically supported motivation-based treatment combined with self-management procedures to target reciprocal social conversation skills. The intervention incorporated an empirically supported, motivation-based behavioral intervention for autism spectrum disorder—Pivotal Response Treatment.

Methods: A non-concurrent multiple baseline across participants time series research design was implemented with measures collected longitudinally to examine the effectiveness of a self-management intervention. Children and adolescents diagnosed with ASD and AS aged 5 to 14 participated in the study.

Results: The results indicate improvements in sustained conversation exchanges through increased elaboration of conversation topics and reciprocal question-asking or initiations were observed with the implementation of intervention.

Conclusions: Meaningful social conversation skills are an important area for intervention and theoretical research. Continued efforts to understand and promote the development of complex conversation skills through effective interventions are warranted.