SOCIO-COMMUNICATION SKILL DEFICITS IN AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD: A THEMATIC LITERATURE REVIEW AND EVIDENCE-BASED INTERVENTION STRATEGIES FOR SPEECH-LANGUAGE THERAPISTS AND CAREGIVERS IN MULTILINGUAL AND LOW-RESOURCE CONTEXTS

Autori

  • George Morara Anyona Master’s Student, Speech and Language Pathology, School of Health Sciences, Department of Special Surgeries, Kenyatta University, Kenya and Lecturer, Department of Languages, Linguistics & Literature, School of Arts and Social Sciences, Kisii University, Kenya
  • Jeniffer Nduku Kioko Master’s Student, Speech and Language Pathology School of Health Sciences, Department of Special Surgeries and a Special Needs Specialist, Kenyatta University, Kenya Kenya Sign Language Interpreter, Kenya
  • Mary Mukami Waithaka Master’s Student, Speech and Language Pathology, School of Health Sciences, Department of Special Surgeries, Kenyatta University, Kenya
  • George Mathenge Wairungu Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

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https://doi.org/10.46827/ejse.v12i3.6669

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Autism spectrum disorder##common.commaListSeparator## socio-communication deficits##common.commaListSeparator## early childhood##common.commaListSeparator## speech-language therapy##common.commaListSeparator## caregiver-mediated intervention##common.commaListSeparator## multilingual contexts

Abstrakt

Autism spectrum disorder is a lifelong neurological condition that interferes with socio-communication skills of an individual. It is also characterized by repetitive and restrictive activities or/and interests. Socio-communication deficits are a hallmark feature of the condition and are particularly consequential during early childhood, a critical period for language and social development. This systematic thematic review synthesizes empirical evidence from over 35 peer-reviewed studies published in high-impact international journals to examine common socio-communication skill deficits in young children with ASD and evidence-based intervention strategies appropriate for speech-language therapists and caregivers, with specific attention to multilingual and low-resource contexts. Drawing on diagnostic frameworks from DSM-IV-TR and DSM-5, the review highlights deficits in joint attention, social reciprocity, pragmatic language, nonverbal communication, and social cognition. Intervention approaches reviewed include Naturalistic Developmental Behavioral Interventions, pragmatic language therapy, caregiver-mediated interventions, peer-mediated approaches, and augmentative and alternative communication. Critical synthesis identifies areas of consensus, methodological limitations, research gaps in African and multilingual settings, and implications for clinical practice and future research. Findings underscore the need for culturally responsive, family-centered, and contextually adaptable socio-communication interventions in early childhood.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    George Anyona is currently a Lecturer in the Department of Languages, Linguistics and Literature within the School of Arts and Social Sciences at Kisii University, Kenya. He holds a PhD in Linguistics from Kisii University, a Master of Arts in English and Linguistics from Egerton University, a Postgraduate Diploma in Education from Kenyatta University, and a Bachelor of Arts in Linguistics and Literature from the University of Nairobi. He is also currently pursuing a Master’s degree in Speech and Language Pathology at Kenyatta University. His research interests are grounded in clinical linguistics, with a particular focus on Speech, Language, and Swallowing disorders, as well as foundational literacy development. He is actively participating in key literacy-focused initiatives, including the HERI Africa Project, which aims to improve early-grade reading outcomes and the Heart 4Kenya Project (an applied call by the European Union), which, if granted, aims at promoting speech and language therapy services in Kenya. I am also engaged in academic networking and knowledge dissemination through my ORCID profile (0000-0002-6280-8836).

  • ##submission.authorWithAffiliation##

    Jeniffer Nduku Kioko is a Special Needs Educationist and a Kenya Sign Language Interpreter with professional experience in Speech and Language stimulation. She holds a bachelor’s degree in Special Needs Education with I.T (H.I) from Maseno University, Kenya and is currently pursuing a master’s degree in Speech and Language Pathology at Kenyatta University, Kenya. Her research interests include inclusion, with particular interest in supporting individuals with communication challenges, Autism, early intervention, and dysphagia assessment and management. She has actively participated in multidisciplinary collaborations involving educators, occupational therapists, parents and caregivers to enhance developmental outcomes and implement effective, evidence-based interventions.

  • ##submission.authorWithAffiliation##

    Mary Mukami Waithaka is a Master's Student in Speech and Language Pathology at Kenyatta University, Kenya. She holds a B.Ed in Special Needs Education-English and Literature from Kenyatta University (2016). Her research interests include the use of Visual Aids in Speech and Language Therapy, caregiver-led interventions in Communication Disorders and Feeding and Swallowing Difficulties in Cerebral Palsy. 

  • ##submission.authorWithAffiliation##

    George Wairungu is a Lecturer in the Department of Early Childhood within the School of Education and Lifelong Learning at Kenyatta University, where he teaches courses in Autism and Behaviour Change. He holds a PhD from the University of Arkansas, USA, a Master’s degree from Drake University, USA, and a Bachelor of Education degree from Moi University, Kenya. His academic and professional work focuses on Autism Spectrum Disorder, and he actively participates in research and scholarly conferences both within Kenya and internationally, contributing to the advancement of knowledge and practice in the field.

     

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2026-04-18

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Diel 12 Číslo 3 (2026)

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