Abstract:

This work shows the results of a training program concerned with a range of skills that are critical in achieving communication. These skills involve "perspective taking" (the ability to adapt communication to the interlocutor’s perspective), "comparison" (quality of delivered messages), and "self-evaluation" (control of the communication), in the paradigm of ecological referential communication.

The study sample consisted of two groups: one including 10 people with Neurodevelopmental Disorders (ND), specifically Autism Spectrum Disorder (ASD) and a second comprising 10 individuals with Typically Development (TD). Both groups were equivalent in terms of number of subjects, chronological age, verbal mental age, and gender. Both took part in a training program since the paradigm of ecological referential communication during four weeks.

Training effects have been evaluated through Ecological-Referential Communication tasks carried out on three specific points in time: Pre-Test, Post-test and for a generalization or transfer trial.

The group of subjects with ND shows a significant reduction in the “unadapted regulations” to the interlocutor (perspective taking skills), both in the post-test and transfer. Compared with the group of subjects with TD, initial communication difficulties experienced by people with ND within this variable decreased during the post-test to levels presented by the group of subjects with TD.

The theoretical and practical implications of these results are presented and discussed in this document, and so is the need to include such training programs in assessments and interventions targeted therapy these subjects.

Keywords:

Neurodevelopmental Disorders, Autism Spectrum Disorder, Special Education, Referential Communication, Intervention.