{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,6]],"date-time":"2026-11-06T13:10:26Z","timestamp":1793970626811,"version":"4.8.0"},"reference-count":32,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2012,3,27]],"date-time":"2012-03-27T00:00:00Z","timestamp":1332806400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2012,5]]},"abstract":"<jats:title>Abstract\u2002<\/jats:title>\n                  <jats:p>\n                    <jats:italic>Background:<\/jats:italic>\n                    Children who show disproportionate difficulty with the pragmatic as compared with the structural aspects of language are described as having pragmatic language impairment (PLI) or social communication disorder (SCD). Some children who have PLI also show mild social impairments associated with high\u2010functioning autism or autism spectrum disorder (ASD). There is little robust evidence of effectiveness of speech\u2013language interventions which target the language, pragmatic or social communication needs of these children.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic>Aims:<\/jats:italic>\n                    To evaluate the effectiveness of an intensive manualized social communication intervention (SCIP) for children who have PLI with or without features of ASD.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic>Methods &amp; Procedures<\/jats:italic>\n                    : In a single\u2010blind RCT design, 88 children with pragmatic and social communication needs aged 5;11\u201310;8, recruited from UK speech and language therapy services, were randomly assigned in a 2:1 ratio to SCIP or to treatment\u2010as\u2010usual. Children in the SCIP condition received up to 20 sessions of direct intervention from a specialist research speech and language therapist working with supervised assistants. All therapy content and methodology was derived from an intervention manual. A primary outcome measure of structural language and secondary outcome measures of narrative, parent\u2010reported pragmatic functioning and social communication, blind\u2010rated perceptions of conversational competence and teacher\u2010reported ratings of classroom learning skills were taken pre\u2010intervention, immediately post\u2010intervention and at 6\u2010month follow\u2010up. Analysis was by intention to treat.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic>Outcomes &amp; Results:<\/jats:italic>\n                    No significant treatment effect was found for the primary outcome measure of structural language ability or for a measure of narrative ability. Significant treatment effects were found for blind\u2010rated perceptions of conversational competence, for parent\u2010reported measures of pragmatic functioning and social communication, and for teacher\u2010reported ratings of classroom learning skills.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic>Conclusions &amp; Implications<\/jats:italic>\n                    : There is some evidence of an intervention effect on blind and parent\/teacher\u2010reported communication outcomes, but not standardized language assessment outcomes, for 6\u201311\u2010year\u2010old children who have pragmatic and social communication needs. These findings are discussed in the context of the increasingly central role of service user outcomes in providing evidence for an intervention. The substantial overlap between the presence of PLI and ASD (75%) across the whole cohort suggests that the intervention may also be applicable to some verbally able children with ASD who have pragmatic communication needs.\n                  <\/jats:p>","DOI":"10.1111\/j.1460-6984.2011.00146.x","type":"journal-article","created":{"date-parts":[[2012,3,29]],"date-time":"2012-03-29T06:03:39Z","timestamp":1333001019000},"page":"233-244","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":189,"title":["The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school\u2010age children who have pragmatic and social communication problems with or without autism spectrum disorder"],"prefix":"10.1111","volume":"47","author":[{"given":"Catherine","family":"Adams","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elaine","family":"Lockton","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jenny","family":"Freed","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jacqueline","family":"Gaile","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gillian","family":"Earl","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kirsty","family":"McBean","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marysia","family":"Nash","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jonathan","family":"Green","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andy","family":"Vail","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"James","family":"Law","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2012,3,27]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/lcd.36.3.289.305"},{"key":"e_1_2_9_3_1","volume-title":"Managing Children's Pragmatic and Social Communication Needs in the Early School Years","author":"Adams C.","year":"2012"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/13693780500179793"},{"key":"e_1_2_9_5_1","first-page":"7","article-title":"TOPICCAL applications: assessment of children's conversation skills","author":"Adams C.","year":"2011","journal-title":"Speech and Language Therapy in Practice"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1460-6984.2012.00147.x"},{"key":"e_1_2_9_7_1","volume-title":"Proposed Draft Revisions to DSM Criteria and Disorders\u2014APA DSM\u20105","author":"American Psychiatric Association"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0140-6736(06)69041-7"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1192\/bjp.175.5.444"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/1469-7610.00388"},{"key":"e_1_2_9_11_1","first-page":"99","volume-title":"Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcomes","author":"Bishop D. 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