Acquisition of Sign Language by Autistic Children. I: Expressive Labelling

Carr, Edward G.; Binkoff, Jody A.; Kologinsky, Eileen; Eddy, Michael

doi:10.1901/jaba.1978.11-489

Cited by 145 publications

(71 citation statements)

References 14 publications

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“…This latter concept of escape from demands was demonstrated in experimental analyses conducted by Ted and his colleague Buddy Newsom, a collaboration that would prove to be highly meaningful for the field (Carr, Newsom, & Binkoff, 1976, 1980. For a while in the late 1970s and early 1980s, Ted's research moved to a new area-teaching sign language to children with autism (Carr, Binkoff, Kologinsky, & Eddy, 1978;Carr & Dores, 1981;Carr & Kologinsky, 1983). However, his interest in understanding and treating challenging behavior re-emerged, and he and I conducted a number of studies on an approach we labeled functional communication training.…”

Section: Obituary Edward (Ted) Carrmentioning

confidence: 98%

Edward (Ted) Carr

Durand¹

2009

Child & Family Behavior Therapy

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Section: Obituary Edward (Ted) Carrmentioning

confidence: 98%

Edward (Ted) Carr

Durand¹

2009

Child & Family Behavior Therapy

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“…At T1, participants were enrolled in a research-based 6-month comprehensive intervention 4 using evidencebased instructional strategies (such as Treatment and Education of Autistic and Related Communication Handicapped Children, Pivotal Response Training, Discrete Trial Training) [12][13][14][15] that included ABA, routines-based responsive teaching strategies, and visual cues. Instruction was delivered with high fidelity.…”

Section: Intervention Proceduresmentioning

confidence: 99%

Long-term Outcomes of Toddlers With Autism Spectrum Disorders Exposed to Short-term Intervention

Landa

Kalb

2012

Pediatrics

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OBJECTIVES: To examine long-term outcomes of toddlers with autism spectrum disorder (ASD) who received a 6-month early intervention at age 2.METHODS: Forty-eight toddlers diagnosed with an ASD received a 6-month evidence-based intervention. Cognitive (IQ) and communication ability, as well as severity of autism symptoms, were assessed by using standardized measures at preintervention (Time 1 [T1]; mean [M] age = 27 months), postintervention (T2; M age = 35 months), short-term follow-up (T3; M age = 41 months), and long-term followup (T4; M age = 72 months). RESULTS:From pre-to postintervention, significant gains in IQ and Vineland Communication domain standard scores as well as a reduction in ASD severity were achieved (all P , .01). Between T2 and T3, the 6-month period immediately after completion of the intervention, IQ and Communication scores stabilized and ASD severity increased significantly (P , .05). During the long-term follow-up period (T3-T4), IQ and Communication scores significantly increased again, but ASD severity increased significantly as well (all P , .05). For overall trajectory (T1-T4), robust gains were observed for both IQ and communication; ASD severity did not change. CONCLUSIONS:Findings highlight the potential for positive long-term outcomes in toddlers with ASD. Additional research is needed to understand the relation between early exposure to uninterrupted intervention and developmental gains, and whether initial reduction in ASD symptom severity can be sustained through targeted intervention. Pediatrics 2012;130:S186-S190 Mounting empirical evidence suggests evidence-based early intervention for children with autism spectrum disorders (ASDs) is associated with cognitive, language, and/or social gains 1-8 ; however, little is known about the durability of such gains after transition from early intervention into the preschool and elementary educational years. Research surrounding sustainability of intervention effects has clinical, economic, and quality-of-life implications. Four published reports have followed 2-or 3-year-olds with ASD for at least 6 months after completion of an early intervention program. In 2 studies, 2-year-olds who received short-term intervention showed sustained social, 4,5 language, 4 and nonverbal cognitive 4 gains through a 6-4 to 12-month 5 followup period. Two other studies reported on longer-term outcomes of 2-and 3-year-olds exposed to a 2-year comprehensive intervention. 6,7 Kovshoff and colleagues 6 reported that IQ, but not Vineland Adaptive Behavior Composite (VABC), 9 increased during receipt of 1:1 applied behavior analysis (ABA) intervention. No IQ or VABC gains were observed from pre-to postintervention in the comparison group receiving public special education. 8 During the postintervention follow-up period, no increases in IQ or VABC scores occurred in either group. 6,8 Outcomes were particularly unfavorable for children in the ABA group whose preintervention IQ was low, as their IQ scores declined significantly during follow-up. 6 Fi...

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“…Gardner & Gardner (1969) began training an infant female chimpanzee, named Washoe, to use ASL (American Sign Language) as linguistic communication tool. Some researchers teach sign languages to autistic children who have failed to develop speech and who exhibited poor communication skills and found that sign languages are useful training way for them (Fulwiler & Fouts, 1976;Carr, Binkoff, Kologinsky, & Eddy, 1978;Carr & Kologinsky, 1983). Acredolo & Goodwyn (1985) taught normal infant symbolic gestures and found that despite the heavy use of symbolic gestures, vocal development was advanced.…”

Section: )mentioning

confidence: 99%