Fostering Speech-Acts in Autistic Adolescents: A Metacognitive Scaffolding Support Approach

Abstract

This study evaluated the effectiveness of a Metacognitive Scaffolding (MS)- based support programme in fostering the speech-action components of pragmatic language in 25 autistic adolescents aged 15-18 years. Employing a pre-test-post-test control group design, the intervention group (n = 13) received the MS programme twice weekly for 6 weeks (24 sessions), while the control group (n = 12) followed a standard educational programme. Data were collected via the TOPL-2 test, daily performance monitoring, and social validity forms. Results revealed a significant increase in total TOPL-2 and 'Purpose' subscale scores in the intervention group compared to the control group (U = 0.00, p < .001, r = .85). These gains were maintained during a two-week follow-up (p = .001, r = .88). Daily performance data showed that the 70% mastery threshold was surpassed by the fifth session, with performance stabilising between 87-91% by the 14th session. In conclusion, the MS programme was associated with meaningful improvements in pragmatic language and speech-act performance in autistic adolescents by supporting metacognitive monitoring and strategic use of communicative processes within structured intervention contexts.