Studies, therefore, have resorted to alternative or novel methods for measuring spontaneous communication (e.g., Clifford et al., 2010 Kim et al., 2014 Grzadzinski et al., 2016), making replication and generalization of findings across settings and populations difficult.Ĭhildren with autism exhibit heterogeneous developmental and skill profiles that can lead to differences in the type and frequency of spontaneous communication across the population. Hence, there is not currently a common metric for evaluating spontaneous communication within classrooms for children with autism. Less frequent are studies examining communication within naturalistic, classroom settings. However, studies evaluating spontaneous communication in children with autism have often been carried out in controlled clinical settings during early childhood years (e.g., Drew et al., 2007 Wetherby & Prizant, 2002). Across studies, measuring the frequency of spontaneous communication in children with autism spectrum disorder (autism) has helped to characterize their diagnostic features, provided evidence of intervention effectiveness (Koegel et al., 2003 Whalen et al., 2006), and contributed to assessments of social communication development (Duffy & Healy, 2011 Srinivasan et al., 2016 Sutton et al., 2019). Studies have described spontaneous communication initiations (spontaneous communication) as communication directed toward another person, unprompted (Forde et al., 2011 Rama et al., 2014 Stone & Caro-Martinez 1990 Wetherby et al., 1998).
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