Developmental Social-Pragmatic model
Encyclopedia
The Developmental Social-Pragmatic model (DSP) is a developmental intervention that focuses on initiation and spontaneity in communication and following the child’s focus of attention and motivations. Developmental interventions focus on a child's ability to form positive, meaningful relationships with other people when these are hampered by autism spectrum
disorders such as autism
or Asperger syndrome
, or developmental disorder
s. It aims to build on the child’s current communicative repertoire, even if this is unconventional; and using more natural activities and events as contexts to support the development of the child's communicative abilities.
The DSP approach is characterized by the parent or therapist allowing the child to initiate interactions as they are based on the child's interests. The environment is also organized in a way to encourage interactions. This can be done by:
• Obstruction (briefly interrupting an activity in a playful way)
• Sabotage ( e.g. leaving out a required item needed for an activity)
• Disrupting routines (changing the way a child normally does things)
• Inaccessible items (the child will need the parents help to access an out-of-reach item).
Children on the autistic spectrum typically have trouble picking up the emotional states of others so emotions are exaggerated by the adult. These are often accompanied by verbal labeling; e.g., "See how happy I am!"
Other strategies in the Developmental Social-Pragmatic model include:
• Focus on spontaneous social communication within a flexible structure and varied activities
• Using a range of methods such as speech, song and gestures as communication strategies
• Intervention is child-focused in terms of control, turn taking, and reciprocity
• Meaningful activities or events are chosen for their interest and motivation to the child
• A variety of social groupings used to build skills for complex social experiences
• Supports such as visual and gesture cues help the child make sense of activities and interactions
• Emotional expression and affect sharing are seen as central to the interactive and learning
process.
DSP put emphasis on developing communication skills within the context of developing relationships and socio-emotional growth, whereas the role of emotions in motivation and learning is minimized in behavioral interventions.
Autism spectrum
The term "autism spectrum" is often used to describe disorders that are currently classified as pervasive developmental disorders. Pervasive developmental disorders include autism, Asperger syndrome, Childhood disintegrative disorder, Rett syndrome and Pervasive Developmental Disorder Not Otherwise...
disorders such as autism
Autism
Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old. Autism affects information processing in the brain by altering how nerve cells and their...
or Asperger syndrome
Asperger syndrome
Asperger's syndrome that is characterized by significant difficulties in social interaction, alongside restricted and repetitive patterns of behavior and interests. It differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development...
, or developmental disorder
Developmental disorder
Developmental disorders occur at some stage in a child's development, often retarding the development. These may include,psychological or physical disorders. The disorder is an impairment in the normal development of motor or cognitive skills that are developed before age 18 in which they are...
s. It aims to build on the child’s current communicative repertoire, even if this is unconventional; and using more natural activities and events as contexts to support the development of the child's communicative abilities.
The DSP approach is characterized by the parent or therapist allowing the child to initiate interactions as they are based on the child's interests. The environment is also organized in a way to encourage interactions. This can be done by:
• Obstruction (briefly interrupting an activity in a playful way)
• Sabotage ( e.g. leaving out a required item needed for an activity)
• Disrupting routines (changing the way a child normally does things)
• Inaccessible items (the child will need the parents help to access an out-of-reach item).
Children on the autistic spectrum typically have trouble picking up the emotional states of others so emotions are exaggerated by the adult. These are often accompanied by verbal labeling; e.g., "See how happy I am!"
Other strategies in the Developmental Social-Pragmatic model include:
• Focus on spontaneous social communication within a flexible structure and varied activities
• Using a range of methods such as speech, song and gestures as communication strategies
• Intervention is child-focused in terms of control, turn taking, and reciprocity
• Meaningful activities or events are chosen for their interest and motivation to the child
• A variety of social groupings used to build skills for complex social experiences
• Supports such as visual and gesture cues help the child make sense of activities and interactions
• Emotional expression and affect sharing are seen as central to the interactive and learning
process.
DSP put emphasis on developing communication skills within the context of developing relationships and socio-emotional growth, whereas the role of emotions in motivation and learning is minimized in behavioral interventions.