Social Communication in Children with Fetal Alcohol Spectrum Disorders. FASD. This research was funded for four years, ending Autumn 2005 by the Centers for Disease Control (CDC) “Intervening with Children/Adolescents with FAS/ARND,” Co-Investigator, (PI-Susan Astley, University of Washington, Epidemiology). The focus of this research has been on the social communication problems exhibited by children with FASD in the natural, school environment. Funding from the CDC supported the documentation of the validity and reliability of a new technology and methodology for measuring social communication performance in the classroom. This technology, which was an outgrowth of a University of Washington Tools for Transformation Grant, utilized a PALM PDA to allow for feasible, on-line data collection in a natural environment. Several publications resulted from this work.
Coggins, T., Olswang, L., Carmichael Olson, H., & Timler, G. (2003) On becoming socially competent communicators: the challenge for children with fetal alcohol exposure. L. Abbeduto (ed.)., International Review of Research in Mental Retardation: Language and Communication in Mental Retardation, Vol 27, New York: Academic Press.
Timler, G., Olswang, L., & Coggins, T. (2005). “Do I Know What I need to Do?” A social communication intervention for children with complex clinical profiles. Language, Speech, and Hearing Services In Schools, 36, 73-85.
Timler, G., Olswang, L., & Coggins, T. (2005). Social communication interventions for preschoolers targeting peer interactions during peer group entry and cooperative play. Seminars in Speech and Language. 26, 170-180.
Olswang, L., Svensson, L., Coggins, T., Beilinson, J., & Donaldson, A. (2006). Reliability issues and solutions for coding social communication performance in classroom settings. Journal of Speech, Language, and Hearing Research, 49(5), 1058-71.
Coggins, T., Timler, G., & Olswang, L (2007). A state of double jeopardy: Impact of prenatal alcohol exposure and maltreatment on the social communicative abilities of school-age children with fetal alcohol spectrum disorder. Language, Speech and Hearing Services in Schools.
Olswang, L., Coggins, T., & Svensson, L. (2007). Assessing social communication in the classroom: observing manner and duration of performance. Topics in Language Disorders, (27), 107-125.
Olswang, L., Svensson, L., & Astley (2010) Observation of classroom social communication: Do children with fetal alcohol syndrome disorders spend their time differently than their typical peers? Journal of Speech, Language, and Hearing Research, 53,1687-1703.