Comparing Spoken Language Treatments for Minimally Verbal Preschoolers with Autism Spectrum Disorders

Autor/inn/en	Paul, Rhea; Campbell, Daniel; Gilbert, Kimberly; Tsiouri, Ioanna
Titel	Comparing Spoken Language Treatments for Minimally Verbal Preschoolers with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 2, S.418-431 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1583-z
Schlagwörter	Autism; Receptive Language; Language Acquisition; Preschool Children; Oral Language; Comparative Analysis; Speech Language Pathology; Severe Disabilities; Speech Impairments; Intervention; Outcomes of Treatment; Parents; Parent Education; Speech Skills; Attention; Responses; Expressive Language + Suchen Sie Ihr Suchwort? Autismus; Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Severe disability; Schwerbehinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Eltern; Parents education; Elternbildung; Elternschule; Mündliche Leistung; Sprachfertigkeit; Aufmerksamkeit
Abstract	Preschoolers with severe autism and minimal speech were assigned either a discrete trial or a naturalistic language treatment, and parents of all participants also received parent responsiveness training. After 12 weeks, both groups showed comparable improvement in number of spoken words produced, on average. Approximately half the children in each group achieved benchmarks for the first stage of functional spoken language development, as defined by Tager-Flusberg et al. (J Speech Lang Hear Res, 52: 643-652, 2009). Analyses of moderators of treatment suggest that joint attention moderates response to both treatments, and children with better receptive language pre-treatment do better with the naturalistic method, while those with lower receptive language show better response to the discrete trial treatment. The implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10