Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2025 May 3:14:103352.
doi: 10.1016/j.mex.2025.103352. eCollection 2025 Jun.

Interactive social pragmatic intervention and responsive engagement (INSPIRE): An intervention program to facilitate social skills among toddlers with autism

Ramandeep Kaur  1
Affiliations

Interactive social pragmatic intervention and responsive engagement (INSPIRE): An intervention program to facilitate social skills among toddlers with autism

Ramandeep Kaur. MethodsX. .

Abstract

Pragmatic skills-how children use language in social situations-begin to develop early in life and are important for toddlers as they learn to communicate their needs, build relationships, and explore their environment. While many toddlers naturally pick up these skills through everyday interactions, there is growing recognition that some may benefit from early support. However, targeted intervention strategies for enhancing pragmatic development in toddlers are still not widely explored. The primary objective of this study was to develop a comprehensive intervention program designed to foster pragmatic skills among toddlers who are diagnosed with Autism. The overall process of development of this program, was conducted in three distinct phases. The first phase focused on creating various illustrative stories along with activities targeting specific pragmatic domains. In the second phase, an expert validation process was carried out, engaging a team of experienced speech-language pathologists, and other professionals along with parents of children with Autism. As a result, the study produced a Toolkit named INSPIRE-Core for toddlers between 1 and 3 years. The third phase focused on standardization of this toolkit by parental implementation of this program on 50 children with specific inclusion and exclusion criteria, within home environments. Overall, the study demonstrated that the intervention program served as an effective and structured resource for parents, supporting systematic planning and implementation of pragmatic language interventions.•A three-phase design was employed to systematically develop and validate the intervention program, targeting pragmatic skills in children with language delays.•Expert validation ensured the program's robustness, involving speech-language pathologists, other professionals and parents of children with autism.•Standardization was achieved through implementation on a stratified sample of 50 children with autism, categorized by language age and trained within home environments.

Keywords: Autism spectrum disorder; INSPIRE-Core; Language Delays; Pragmatic language skills; Preschool Language Development; Responsive engagement; Social Skills Training; Social pragmatic interventions.

PubMed Disclaimer

Conflict of interest statement

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Figures

Image, graphical abstract
Graphical abstract
Fig 1
Fig. 1
Overview of the recruitment process for INSPIRE-core study design.
Fig 2
Fig. 2
Structure of the INSPIRE-core intervention.
Fig 3:
Fig. 3
Mean pragmatic skill scores before and after participation in the INSPIRE-Core intervention program.
Fig 4:
Fig. 4
Item-wise comparison of pragmatic skill scores across intervention and maintenance phases.
See this image and copyright information in PMC

References

    1. Adams C. Practitioner review: the assessment of language pragmatics. J. Child Psychol. Psychiatry. 2002;43(8):973–987. doi: 10.1111/1469-7610.00226. - DOI - PubMed
    1. Austin J.L. Oxford University Press; 1962. How To Do Things With Words.
    1. Baron-Cohen S., Leslie A.M., Frith U. Does the autistic child have a “theory of mind”? Cognition. 1985;21(1):37–46. doi: 10.1016/0010-0277(85)90022-8. - DOI - PubMed
    1. Geurts H.M., Verte S., Oosterlaan J., Roeyers H., Sergeant J.A. How specific are executive functioning deficits in attention deficit hyperactivity disorder and autism? J. Child Psychol. Psychiatry. 2009;45(4):836–854. doi: 10.1111/j.1469-7610.2004.00276.x. - DOI - PubMed
    1. Prizant B.M., Wetherby A.M., Rubin E., Laurent A.C. Brookes Publishing; 2006. The SCERTS model: A Comprehensive Educational Approach For Children With Autism Spectrum Disorders.

LinkOut - more resources