Changing approaches to communication training with autistic children

Howlin, Patricia

doi:10.3109/13682828909011953

Cited by 18 publications

(17 citation statements)

References 81 publications

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“…However, developing competence in the use of signs or symbols may actually encourage some previously nonverbal children to use speech (Howlin, 1989). And, for those who do not, it is crucial to establish an effective and socially acceptable form of communication as early as possible.…”

Section: Increasing Communicative Skillsmentioning

confidence: 99%

Practitioner Review: Psychological and Educational Treatments for Autism

Howlin

1998

Child Psychology Psychiatry

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133

111

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The review discusses various interventions that have been used in the treatment of children with autism. It concludes that no single mode of treatment is ever likely to be effective for all children and all families. Instead, intervention will need to be adapted to individual needs and the value of approaches that involve a functional analysis of problems is explored. It is suggested that many so called "challenging" behaviours result from the child's fundamental difficulties in communication and social understanding, or from the ritualistic and obsessional tendencies that are also characteristic of autism. Possible ways in which parents and teachers might deal with problems in these areas are discussed. The importance of early diagnosis, and with it early, practical advice for families is stressed.

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Section: Increasing Communicative Skillsmentioning

confidence: 99%

Practitioner Review: Psychological and Educational Treatments for Autism

Howlin

1998

Child Psychology Psychiatry

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133

111

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“…Even if a child learns to speak in response to approaches and prompts, it is unusual for them to initiate a verbal communication (Bondy & Frost, 1998). Teaching children with autism to communicate through speech is an intensive and lengthy process and outcomes can be variable and somewhat unpredictable in individual children (Howlin, 1989). Hemsley et al (1978) reported that children who had some single words or word approximations at outset showed the best outcomes after intervention.…”

Section: Introductionmentioning

confidence: 98%

“Brief Report: Increase in Production of Spoken Words in Some Children with Autism after PECS Teaching to Phase III”

Carr

Felce

2006

J Autism Dev Disord

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The context for this work was an evaluation study [Carr, D., & Felce, J. A. (in press)] of the early phases of the Picture Exchange Communication System (PECS) [Frost, L. A., & Bondy, A. S. (1994). The picture exchange communication system training manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.; Frost, L. A., & Bondy, A. S. (2004). The picture exchange communication system training manual, 2nd edn. Newark, DE: Pyramid Educational Consultants, Inc.]. This paper reports that five of 24 children who received 15 h of PECS teaching towards Phase III over a period of 4-5 weeks, showed concomitant increases in speech production, either in initiating communication with staff or in responding, or both. No children in the PECS group demonstrated a decrease in spoken words after receiving PECS teaching. In the control group, only one of 17 children demonstrated a minimal increase and four of 17 children demonstrated a decrease in use of spoken words after a similar period without PECS teaching.

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“…In fact, it is noted that by focusing on alternative forms of communication the children may be encouraged to use speech. 10 At the same time, it was found that the signing of autistic children follow the same pattern of that found for verbal training programmes, that is, signs are rarely used to share experiences, to express feelings/emotions or to communicate reciprocally. 11 For younger children, who are able to use some words or sounds spontaneously, individualized language programmes are important for improving comprehension and the complexity of speech.…”

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confidence: 61%

Autismo: intervenções psicoeducacionais

Bosa

2006

Rev. Bras. Psiquiatr.

117

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A b s t r a c t Autism is a long-life disorder that affects not only the autistic child but also the family caregivers. There is increasing recognition about the importance of taking into account both child and family needs when treating autism. However it has been a major debate about what intervention is the most appropriate. In this paper we will review the current literature on the different interventions that have been used in the treatment of autism with special attention to those that are empirically based. It is not our objective to discuss in detail any particular intervention. We intend to present an overview of both positive aspects and limitations of each type of intervention. The conclusion is that there is no single approach that is totally effective for all children the whole time. Instead, it is argued that families change their expectation and values regarding their children's treatment according to the child's development and the family context. In other words, a specific intervention that may work well in a certain period of time (e.g. pre-school years) may not work so well in the following years (e.g. adolescence). Finally the importance of early identification and treatment of autism is stressed.Keywords: Autistic disorder/therapy; Disease management; Family/complications; Identification (Psychology); Early intervention (Education)Resumo O autismo é um transtorno permanente que afeta não somente a criança autista mas também a família que cuida dela. Há um crescente reconhecimento sobre a importância do tratamento do autismo envolver tanto as necessidades da criança como as da família. No entanto, há controvérsias sobre qual intervenção seria a mais apropriada. Neste artigo, revisaremos a literatura recente sobre as diferentes intervenções que têm sido utilizadas no tratamento do autismo com ênfase naquelas que possuem base empírica. Não pretendemos discutir em detalhe nenhuma intervenção em particular, mas apresentar uma visão geral sobre os aspectos positivos e as limitações de cada tipo de intervenção. Concluímos que não há uma abordagem única que seja totalmente eficaz para todas as crianças durante todo o tempo. Ao contrário, argumentamos que as famílias modificam suas expectativas e valores com relação ao tratamento de seus filhos de acordo com a fase de desenvolvimento da criança e do contexto familiar. Em outras palavras, um tipo específico de intervenção pode funcionar bem por um certo período (e.g., nos anos anteriores à escolarização) e não funcionar tão bem nos anos subseqüentes (e.g., adolescência). Finalmente, enfatiza-se a importância do diagnóstico e tratamento precoces do autismo.

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Changing approaches to communication training with autistic children

Cited by 18 publications

References 81 publications

Practitioner Review: Psychological and Educational Treatments for Autism

Practitioner Review: Psychological and Educational Treatments for Autism

“Brief Report: Increase in Production of Spoken Words in Some Children with Autism after PECS Teaching to Phase III”

Autismo: intervenções psicoeducacionais

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