An Evaluation of English versus Spanish Language Choice during Conversation Training Intervention for Children with Autism

Autor/in	Vaughn, Jamie Lee
Titel	An Evaluation of English versus Spanish Language Choice during Conversation Training Intervention for Children with Autism
Quelle	(2013), (88 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Santa Barbara
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-3201-0
Schlagwörter	Hochschulschrift; Dissertation; Autism; Pervasive Developmental Disorders; Special Needs Students; Comparative Analysis; Multilingualism; Cultural Pluralism; English (Second Language); Second Language Learning; Spanish; Bilingualism; Intervention; Language Usage; Children; Educational Needs; Interpersonal Competence; Communication Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Sonderpädagogischer Förderbedarf; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Bilingualismus; Sprachgebrauch; Child; Kind; Kinder; Educational need; Bildungsbedarf; Interpersonale Kompetenz; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In children with Autism Spectrum Disorder, social communication deficits are identified as core developmental impairments. The ability to carry on a conversation through verbal exchanges poses challenges for individuals on the spectrum. The impact of exposure to a multilingual and multicultural environment on children with ASD is unknown and few empirical studies have investigated possible effects. Linguistically and culturally diverse families and settings are complex topics of discussion when addressing the instructional needs of children, including those with special needs. Controversy in bilingual language development theory has continued for decades, with few solid answers resulting from these efforts. The current study is a first step in the process of understanding what, if any, effects multilingual upbringings have on the conversational abilities of children with autism. A multielement (alternating treatments) design was implemented to compare whether children's expressive language output substantially differed when the interventionist spoke either English or Spanish during conversation training based on the methodology of Pivotal Response Treatment (PRT). Naturalistic interventions, such as PRT, are evidence-based in their effectiveness for improving a wide range of behavioral and socio-communicative skills for children with ASD and were utilized in the current study to maintain a natural home setting for the children. The data suggest no difference across a variety of dependent variable for expressive language for the child participants. Further directions for research and implications of these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01