Auditory-Motor Mapping Training as an Intervention to Facilitate Speech Output in Non-Verbal Children with Autism: A Proof of Concept Study

Abstract

Although up to 25% of children with autism are non-verbal, there are very few interventions that can reliably produce significant improvements in speech output. Recently, a novel intervention called Auditory-Motor Mapping Training (AMMT) has been developed, which aims to promote speech production directly by training the association between sounds and articulatory actions using intonation and bimanual motor activities. AMMT capitalizes on the inherent musical strengths of children with autism, and offers activities that they intrinsically enjoy. It also engages and potentially stimulates a network of brain regions that may be dysfunctional in autism. Here, we report an initial efficacy study to provide ‘proof of concept’ for AMMT. Six non-verbal children with autism participated. Prior to treatment, the children had no intelligible words. They each received 40 individual sessions of AMMT 5 times per week, over an 8-week period. Probe assessments were conducted periodically during baseline, therapy, and follow-up sessions. After therapy, all children showed significant improvements in their ability to articulate words and phrases, with generalization to items that were not practiced during therapy sessions. Because these children had no or minimal vocal output prior to treatment, the acquisition of speech sounds and word approximations through AMMT represents a critical step in expressive language development in children with autism.

The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial

“…Given the dearth of literature on the effects of rhythm therapies in children with ASD, we have drawn upon evidence on the positive effects of music therapies delivered by certified music therapists in children with ASD, to provide support to our findings. Our findings fit with several previous musical intervention studies that were conducted to facilitate communication skills in children with ASD (Buday, 1995; Edgerton, 1994; Farmer, 2003; Gattino, dos Santos Riesgo, Longob, Leite, & Faccini, 2011; Lim & Draper, 2011; Lim, 2010; Simpson & Keen, 2011; Tindell, 2010; Wan et al, 2011; Whipple, 2004; Wimpory & Nash, 1999). For example, following improvisational music therapy for 10 weeks, children with ASD demonstrated improvements in both musical and non-musical communicative behaviors including speech production (Edgerton, 1994).…”

Specialized Intervention Using Tablet Devices for Communication Deficits in Children with Autism Spectrum Disorders

“…Assessments indicate that all children showed improvements in their ability to articulate words and phrases and these results are in line with those found by other studies about speech output in non-verbal children with autism [38]. In the case of sentences, Friedman's test shows significant differences (p =.03) between the first and last session with a trend that is shown in the chart (see Fig.…”

Teaching Music to Children with Autism: A Social Robotics Challenge

“…Teaching music can help develop new or improve existing social, verbal/non-verbal communication skills in children [1][2][3]. Children who receive regular music education may have better movement, math and reading skills in comparison to their peers [4].…”