Skip to main content
SpringerLink
Log in

Defining Early Social Communication Skills: a Systematic Review and Analysis

  • REVIEW
  • Published:
Advances in Neurodevelopmental Disorders Aims and scope Submit manuscript

Abstract

Several early social communication skills are theorized to be important for later more complex social behaviors. These skills, such as joint attention, social referencing, and social engagement, emerge very early in young children who are typically developing. For children with autism spectrum disorder (ASD) and other developmental delays, these skills may not emerge naturally and may need specialized interventions. Luckily, early social communication skills are a growing area of research and there is a developing library of potentially effective practices for intervention on these skills. Across these studies, however, there is considerable variability in the terminology, topographies, and categorizations of these skills that can lead to under or over identification of evidence-based practices to address these skills. This systematic review of the literature presents 29 single-case and group design studies that target an early social communication skill and highlight the range of definitions of these pivotal skills. Results suggest that there are overlapping definitions of these early social communication skills that may leave specific skills unaddressed. Ideas for more cohesive definitions and assessment are offered as well as opportunities for future research.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.

    Book  Google Scholar 

  • Bagner, D. M., & Graziano, P. A. (2013). Barriers to success in parent training for young children with developmental delay: the role of cumulative risk. Behavior Modification, 37(3), 356–377.

    Article  PubMed  Google Scholar 

  • Benson, R. L., & Joosten, A. V. (2014). Does video training increase adult and child joint attention and improve child outcomes? Two individual case studies in children with autism spectrum disorder. Journal of Intellectual and Developmental Disability, 39(4), 301–314.

    Article  Google Scholar 

  • Bottema-Beutel, K., Yoder, P. J., Hochman, J. M., & Watson, L. R. (2014). The role of supported joint engagement and parent utterances in language and social communication development in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(9), 2162–2174.

    Article  PubMed  PubMed Central  Google Scholar 

  • Bricker, D. D., Squires, J., & Mounts, L. (1999). Ages & stages questionnaires: a parent-completed, child-monitoring system. Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Brim, D., Townsend, D. B., DeQuinzio, J. A., & Poulson, C. L. (2009). Analysis of social referencing skills among children with autism. Research in Autism Spectrum Disorders, 3(4), 942–958.

    Article  Google Scholar 

  • Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2013). Learning through interaction in children with autism: preliminary data from asocial-communication-based intervention. Autism, 17(2), 220–241.

  • Chang, Y. C., Shire, S. Y., Shih, W., Gelfand, C., & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders, 46(6), 2211–2223.

    Article  PubMed  Google Scholar 

  • Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism and Developmental Disorders, 28(6), 479–485.

    Article  PubMed  Google Scholar 

  • DeQuinzio, J. A., Poulson, C. L., Townsend, D. B., & Taylor, B. A. (2016). Social referencing and children with autism. The Behavior Analyst, 39(2), 319–331.

    Article  Google Scholar 

  • DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198–207.

    Article  Google Scholar 

  • Dube, W. V., MacDonald, R. P., Mansfield, R. C., Holcomb, W. L., & Ahearn, W. H. (2004). Toward a behavioral analysis of joint attention. The Behavior Analyst, 27(2), 197–207.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ferraioli, S. J., & Harris, S. L. (2011). Teaching joint attention to children with autism through a sibling-mediated behavioral intervention. Behavioral Interventions, 26(4), 261–281.

    Article  Google Scholar 

  • Frischen, A., Bayliss, A. P., & Tipper, S. P. (2007). Gaze cueing of attention: visual attention, social cognition, and individual differences. Psychological bulletin, 133(4), 694.

  • Gast, D. L., & Ledford, J. R. (Eds.). (2009). Single subject research methodology in behavioral sciences. New York, NY: Routledge.

    Google Scholar 

  • Gena, A., Galanis, P., Tsirempolou, E., Michalopoulou, E., & Sarafidou, K. (2016). Parent training for families with a child with ASD: a naturalistic systemic behavior analytic model. The European Journal of Counselling Psychology, 4(1), 4.

    Article  Google Scholar 

  • Ghilain, C. S., Parlade, M. V., McBee, M. T., Coman, D. C., Owen, T., Gutierrez, A., … & Alessandri, M. (2017). Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder. Autism, 21(2), 203–216.

  • Greene, D. J., Colich, N., Iacoboni, M., Zaidel, E., Bookheimer, S. Y., & Dapretto, M. (2011). Atypical neural networks for social orienting in autism spectrum disorders. NeuroImage, 56(1), 354–362.

    Article  PubMed  PubMed Central  Google Scholar 

  • Gulsrud, A. C., Hellemann, G. S., Freeman, S. F., & Kasari, C. (2014). Two to ten years: developmental trajectories of joint attention in children with ASD who received targeted social communication interventions. Autism Research, 7(2), 207–215.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hartzell, R., Liaupsin, C., Gann, C., & Clem, S. (2015). Increasing social engagement in an inclusive environment. Education and Training in Autism and Developmental Disabilities, 50(3), 264.

    Google Scholar 

  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88.

    Article  Google Scholar 

  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disabilities, 36(4), 489–505.

    Article  Google Scholar 

  • Ingersoll, B., Meyer, K., Bonter, N., & Jelinek, S. (2012). A comparison of developmental social–pragmatic and naturalistic behavioral interventions on language use and social engagement in children with autism. Journal of Speech, Language, and Hearing Research, 55(5), 1301–1313.

    Article  PubMed  Google Scholar 

  • Isaksen, J., & Holth, P. (2009). An operant approach to teaching joint attention skills to children with autism. Behavioral Interventions, 24(4), 215–236.

    Article  Google Scholar 

  • Jones, E. A. (2009). Establishing response and stimulus classes for initiating joint attention in children with autism. Research in Autism Spectrum Disorders, 3(2), 375–389.

    Article  Google Scholar 

  • Jones, E. A., & Feeley, K. M. (2009). Parent implemented joint attention intervention for preschoolers with autism. The Journal of Speech and Language Pathology – Applied Behavior Analysis, 4(1), 74–89.

    Article  Google Scholar 

  • Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30(6), 782–834.

    Article  PubMed  Google Scholar 

  • Kaale, A., Smith, L., & Sponheim, E. (2012). A randomized controlled trial of preschool-based joint attention intervention for children with autism. Journal of Child Psychology and Psychiatry, 53(1), 97–105.

    Article  PubMed  Google Scholar 

  • Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620.

    Article  PubMed  Google Scholar 

  • Kasari, C., Paparella, T., Freeman, S., & Jahromi, L. B. (2008). Language outcome in autism: randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76(1), 125.

    Article  PubMed  Google Scholar 

  • Kasari, C., Shire, S., Factor, R., & McCracken, C. (2014). Psychosocial treatments for individuals with autism spectrum disorder across the lifespan: new developments and underlying mechanisms. Current Psychiatry Reports, 16(11), 512.

    Article  PubMed  Google Scholar 

  • Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Paullin, A. W. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14(4), 220–227.

    Article  PubMed  PubMed Central  Google Scholar 

  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse.

  • Krstovska-Guerrero, I., & Jones, E. A. (2013). Joint attention in autism: teaching smiling coordinated with gaze to respond to joint attention bids. Research in Autism Spectrum Disorders, 7(1), 93–108.

    Article  Google Scholar 

  • Landa, R. J., Holman, K. C., & Garrett-Mayer, E. (2007). Social and communication development in toddlers with early and later diagnosis of autism spectrum disorders. Archives of General Psychiatry, 64(7), 853–864.

    Article  PubMed  Google Scholar 

  • Landa, R. J., Holman, K. C., O’Neill, A. H., & Stuart, E. A. (2011). Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial. Journal of Child Psychology and Psychiatry, 52(1), 13–21.

    Article  PubMed  Google Scholar 

  • Landa, R. J., Gross, A. L., Stuart, E. A., & Faherty, A. (2013). Developmental trajectories in children with and without autism spectrum disorders: the first 3 years. Child Development, 84(2), 429–442.

    Article  PubMed  Google Scholar 

  • Lawton, K., & Kasari, C. (2012). Teacher-implemented joint attention intervention: pilot randomized controlled study for preschoolers with autism. Journal of Consulting and Clinical Psychology, 80(4), 687.

    Article  PubMed  Google Scholar 

  • Leavens, D. A., Sansone, J., Burfield, A., Lightfoot, S., O’Hara, S., & Todd, B. K. (2014). Putting the “Joy” in joint attention: Affective-gestural synchrony by parents who point for their babies. Frontiers in Psychology, 5, 879.

    Article  PubMed  PubMed Central  Google Scholar 

  • Leew, S. V., Stein, N. G., & Gibbard, W. B. (2010). Weighted vests’ effect on social attention for toddlers with autism spectrum disorders. Canadian Journal of Occupational Therapy, 77(2), 113–124.

    Article  Google Scholar 

  • Makrygianni, M. K., & Reed, P. (2010). A meta-analytic review of the effectiveness of behavioural early intervention programs for children with autistic spectrum disorders. Research in Autism Spectrum Disorders, 4(4), 577–593.

  • Martins, M. P., & Harris, S. L. (2008). Teaching children with autism to respond to joint attention initiations. Child & Family Behavior Therapy, 28(1), 51–68.

    Article  Google Scholar 

  • Meltzoff, A. N., & Moore, M. K. (1992). Early imitation within a functional framework: the importance of person identity, movement, and development. Infant Behavior and Development, 15(4), 479–505.

    Article  PubMed  PubMed Central  Google Scholar 

  • Moore, C., & Dunham, P. J. (Eds.). (2014). Joint attention: Its origins and role in development. Hillsdale: Lawrence Erlbaum Associates.

  • Mundy, P., & Sigman, M. (2006). Joint attention, social competence, and developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (pp. 293–332). New York, NY: Wiley.

    Google Scholar 

  • Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non‐verbal communication measures. Journal of Child psychology and Psychiatry, 27(5), 657–669.

    Article  PubMed  Google Scholar 

  • Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115–128.

    Article  PubMed  Google Scholar 

  • Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). Early social communication scales (ESCS). Coral Gables, FL: University of Miami.

    Google Scholar 

  • Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938–954.

    Article  PubMed  PubMed Central  Google Scholar 

  • Murza, K. A., Schwartz, J. B., Hahs-Vaughn, D. L., & Nye, C. (2016). Joint attention interventions for children with autism spectrum disorder: a systematic review and meta- analysis. International Journal of Language & Communication Disorders, 51(3), 236–251.

    Article  Google Scholar 

  • Muzammal, M. S., & Jones, E. A. (2016). Social-communication intervention for toddlers with autism spectrum disorder: effects on initiating joint attention and interactions with mother. Journal of Developmental and Physical Disabilities, 29(2), 203–221.

    Article  Google Scholar 

  • Osterling, J., & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24(3), 247–257.

    Article  PubMed  Google Scholar 

  • Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299.

    Article  PubMed  Google Scholar 

  • Presmanes, A. G., Walden, T. A., Stone, W. L., & Yoder, P. J. (2007). Effects of different attentional cues on responding to joint attention in younger siblings of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(1), 133–144.

    Article  PubMed  Google Scholar 

  • Radley, K. C., O’Handley, R. D., Ness, E. J., Ford, W. B., Battaglia, A. A., McHugh, M. B., & McLemore, C. E. (2014). Promoting social skill use and generalization in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(6), 669–680.

    Article  Google Scholar 

  • Rakap S. (2015). Effect sizes as result interpretation aids in single-subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11–33.

    Article  Google Scholar 

  • Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311–1319.

    Article  PubMed  Google Scholar 

  • Robins, D. L., Casagrande, K., Barton, M., Chen, C. M. A., Dumont-Mathieu, T., & Fein, D. (2014). Validation of the modified checklist for autism in toddlers, revised with follow-up (M-CHAT-R/F). Pediatrics, 133(1), 37–45.

    Article  PubMed  PubMed Central  Google Scholar 

  • Rocha, M. L., Schreibman, L., & Stahmer, A. C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29(2), 154–172.

    Article  Google Scholar 

  • Rodriguez, P. P., & Gutierrez, A. (2017). A comparison of two procedures to condition social stimuli to function as reinforcers for children with autism. Behavioral Development Bulletin, 22(1), 159.

    Article  Google Scholar 

  • Rudy, N. A., Betz, A. M., Malone, E., Henry, J. E., & Chong, I. M. (2014). Effects of video modeling on teaching bids for joint attention to children with autism. Behavioral Interventions, 29(4), 269–285.

    Article  Google Scholar 

  • Schertz, H. H., & Odom, S. L. (2007). Promoting joint attention in toddlers with autism: a parent-mediated developmental model. Journal of autism and developmental disorders, 37(8), 1562–1575.

  • Schertz, H. H., Reichow, B., Tan, P., Vaiouli, P., & Yildirim, E. (2012). Interventions for toddlers with autism spectrum disorders: an evaluation of research evidence. Journal of Early Intervention, 34(3), 166–189.

    Article  Google Scholar 

  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., ... & McNerney, E. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428.

  • Shire, S. Y., Gulsrud, A., & Kasari, C. (2016). Increasing responsive parent–child interactions and joint engagement: comparing the influence of parent-mediated intervention and parent psychoeducation. Journal of Autism and Developmental Disorders, 46(5), 1737–1747.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sitnick, S. L., Shaw, D. S., Gill, A., Dishion, T., Winter, C., Waller, R., … & Wilson, M. (2015). Parenting and the family check-up: changes in observed parent-child interaction following early childhood intervention. Journal of Clinical Child & Adolescent Psychology, 44(6), 970–984.

  • Sullivan, L., Mundy, P., & Mastergeorge, A. M. (2015). Joint attention in preschool children: is it a meaningful measure. Int J Sch Cog Psychol, 2(120), 2.

    Google Scholar 

  • Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36(8), 993–1005.

    Article  PubMed  PubMed Central  Google Scholar 

  • Tsao, L. L., & Odom, S. L. (2006). Sibling-mediated social interaction intervention for young children with autism. Topics in Early Childhood Special Education, 26(2), 106–123.

    Article  Google Scholar 

  • Vaiouli, P., Grimmet, K., & Ruich, L. J. (2015). “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism. Autism, 19(1), 73–83.

    Article  PubMed  Google Scholar 

  • Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single-case research designs. Journal of Counseling & Development, 93(4), 403–411.

    Article  Google Scholar 

  • Vernon, T. W., Koegel, R. L., Dauterman, H., & Stolen, K. (2012). An early social engagement intervention for young children with autism and their parents. Journal of Autism and Developmental Disorders, 42(12), 2702–2717.

    Article  PubMed  PubMed Central  Google Scholar 

  • Vismara, L. A., & Lyons, G. L. (2007). Using perseverative interests to elicit joint attention behaviors in young children with autism: theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9(4), 214–228.

    Article  Google Scholar 

  • Vismara, L. A., McCormick, C., Young, G. S., Nadhan, A., & Monlux, K. (2013). Preliminary findings of a telehealth approach to parent training in autism. Journal of Autism and Developmental Disorders, 43(12), 2953–2969.

    Article  PubMed  Google Scholar 

  • Warreyn, P., & Roeyers, H. (2014). See what I see, do as I do: Promoting joint attention and imitation in preschoolers with autism spectrum disorder. Autism, 18(6), 658–671.

    Article  PubMed  Google Scholar 

  • Warreyn, P., Paelt, S., & Roeyers, H. (2014). Social-communicative abilities as treatment goals for preschool children with autism spectrum disorder: the importance of imitation, joint attention, and play. Developmental Medicine & Child Neurology, 56(8), 712–716.

    Article  Google Scholar 

  • Wetherby, A. M., & Woods, J. J. (2006). Early social interaction project for children with autism spectrum disorders beginning in the second year of life: A preliminary study. Topics in Early Childhood Special Education, 26(2), 67–82.

    Article  Google Scholar 

  • Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44(3), 456–468.

    Article  PubMed  Google Scholar 

  • White, P. J., O’Reilly, M., Streusand, W., Levine, A., Sigafoos, J., Lancioni, G., … & Aguilar, J. (2011). Best practices for teaching joint attention: a systematic review of the intervention literature. Research in Autism Spectrum Disorders, 5(4), 1283–1295.

  • Wong, V. C., & Kwan, Q. K. (2010). Randomized controlled trial for early intervention for autism: a pilot study of the Autism 1–2-3 Project. Journal of Autism and Developmental Disorders, 40(6), 677–688.

    Article  PubMed  Google Scholar 

  • Yoder, P., & Stone, W. L. (2006). Randomized comparison of two communication interventions for preschoolers with autism spectrum disorders. Journal of Consulting and Clinical Psychology, 74(3), 426.

    Article  PubMed  Google Scholar 

  • Zercher, C., Hunt, P., Schuler, A., & Webster, J. (2001). Increasing joint attention, play and language through peer supported play. Autism, 5(4), 374–398.

    Article  PubMed  Google Scholar 

  • Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 23(2), 143–152.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Psychology, Special Education, and Communication Disorders, Georgia State University, Atlanta, GA, USA

    Sarah G. Hansen & Christopher A. Tullis

  2. Department of Educational Psychology, University of North Texas, Denton, TX, USA

    Amarie Carnett

Authors
  1. Sarah G. Hansen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Amarie Carnett
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Christopher A. Tullis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sarah G. Hansen.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hansen, S.G., Carnett, A. & Tullis, C.A. Defining Early Social Communication Skills: a Systematic Review and Analysis. Adv Neurodev Disord 2, 116–128 (2018). https://doi.org/10.1007/s41252-018-0057-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41252-018-0057-5

Keywords

Search

Navigation