Functional Communication in Autistic Children Impacts Skill Development After Participation in a CBT-Based Program
Bibliographic record
Abstract
Challenges with functional communication (e.g., language use in situational contexts), are a core feature of autism. Challenges in functional communication are related to social interaction difficulties and may impact engagement in interventions such as cognitive-behavioural therapy (CBT). CBT is a common intervention used to support emotion regulation and social skills development in autistic children. Programming relies on the participant’s ability to engage in complex language. The present study examined whether the functional communication level of autistic children (8-12 years) impacted social skills and emotion regulation development after participation in a CBT-based program. Repeated measures ANOVAs revealed no significant differences in emotion regulation, however, there was a significant main effect for social skills, based on functional communication levels. T-tests revealed significant improvements for all measures in the clinically significant functional communication group, but not the at-risk or non-significant groups. These results illustrate the importance of considering functional communication levels in autistic children.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".