Efficacy of Communication DEALL—An Indigenous Early Intervention Program for Children with Autism Spectrum Disorders

Karanth, Prathibha; Shaista, Sufia; Srikanth, Nirupama

doi:10.1007/s12098-010-0144-8

Cited by 43 publications

(39 citation statements)

References 7 publications

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“…In the study done to develop the COM DEALL programme the authors found that the intervention helped in improving communication as well as the cognitive deficits to some extent [27]. Our study is important as it is one of the few studies which has systematically looked at the communication and language in autistic children, mentally retarded children and children having both as co morbidity.…”

Section: Discussionmentioning

confidence: 81%

“…The goal of the programme is to integrate these children into regular schools by school entry age, i.e., 6 years. The Communication DEALL Developmental Checklist (CDDC) was developed by Karanth, to carry out assessments of the children enrolled into the Communication DEALL programme [25,27]. The CDDC is a criterion referenced checklist, to assess developmental skills in 8 domains namely, gross and fine motor skills, activities of daily living, receptive and expressive language skills, and cognitive, social and emotional skills.…”

Section: Subject and Methodsmentioning

confidence: 99%

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Comparitivee Analysis of Cognition and Language in Autism, Mental Retardation and Co-Morbid Autism with Mental Retardation

Indranil¹,

Mona²,

Somsubhra³

2015

Int J Sch Cog Psychol

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Aims: The aim of this study was to correlate the IQ of the language impaired children in autism and mental retardation with their level of development and to understand its effect on the potential to learn language in high functioning autistic, low functioning autistic and mentally retarded children. Method:The study sample was divided into three groups, notably mental retardation without autism, autism without mental retardation and autism with mental retardation. A total number of 15 subjects were recruited from each group. To maintain the consistency of the IQ mild to moderate range of MR was selected. The tools used for assessment were the Communication DEALL (Development Eclectic Approach to Language Learning), 3D LAT (Language Acquisition Test), and CARS (The Childhood Autism Ratting Scale). CARS was used to determine the diagnosis and severity of autism. The expressive and receptive language including the cognition of the children, assessed by 3D LAT was compared with the scores given by the Communication DEALL in the same areas. Result:The high functioning autistic showed a more significant improvement in all the parameters than the low functioning autistic and the mentally retarded children Conclusion: I.Q. may act as a limiting factor for low functioning autistic but high functioning autistic have problems due to specific deficits like language and perceptions. Emphasis should be placed on training of Activities of Daily Living (ADL).

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Section: Discussionmentioning

confidence: 81%

Section: Subject and Methodsmentioning

confidence: 99%

Comparitivee Analysis of Cognition and Language in Autism, Mental Retardation and Co-Morbid Autism with Mental Retardation

Indranil¹,

Mona²,

Somsubhra³

2015

Int J Sch Cog Psychol

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“…The “Rapid Prompting Method” (RPM), described in two manuals (Iversen, 2007; Mukhopadhyay, 2008) and web sites 1 and taking inspiration from the Communication DEALL 2 early intervention programme (Karanth et al, 2010), is a parent-developed educational therapy for persons with autism who do not speak or who have difficulty using speech communicatively. RPM exploits and develops a rhythmic mode of responding in which the disconnection amongst cognitive goal, affective motive, motor plan, and action becomes less significant because the motor action already is programmed as part of an ongoing rhythm of movements.…”

Section: Introductionmentioning

confidence: 99%

“…The teaching material (i.e., arithmetic, reading comprehension, geography) can come from general educational curricula; however, the method of teaching must be individualised to each child’s initial abilities (Karanth et al, 2010). During the initial sessions, the therapist aims to assess the child’s strengths in terms of preferred channels of sensory perception.…”

Section: Introductionmentioning

confidence: 99%

Harnessing Repetitive Behaviours to Engage Attention and Learning in a Novel Therapy for Autism: An Exploratory Analysis

et al. 2012

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Rigorous, quantitative examination of therapeutic techniques anecdotally reported to have been successful in people with autism who lack communicative speech will help guide basic science toward a more complete characterisation of the cognitive profile in this underserved subpopulation, and show the extent to which theories and results developed with the high-functioning subpopulation may apply. This study examines a novel therapy, the “Rapid Prompting Method” (RPM). RPM is a parent-developed communicative and educational therapy for persons with autism who do not speak or who have difficulty using speech communicatively. The technique aims to develop a means of interactive learning by pointing amongst multiple-choice options presented at different locations in space, with the aid of sensory “prompts” which evoke a response without cueing any specific response option. The prompts are meant to draw and to maintain attention to the communicative task – making the communicative and educational content coincident with the most physically salient, attention-capturing stimulus – and to extinguish the sensory–motor preoccupations with which the prompts compete. Video-recorded RPM sessions with nine autistic children ages 8–14 years who lacked functional communicative speech were coded for behaviours of interest. An analysis controlled for age indicates that exposure to the claimed therapy appears to support a decrease in repetitive behaviours and an increase in the number of multiple-choice response options without any decrease in successful responding. Direct gaze is not related to successful responding, suggesting that direct gaze might not be any advantage for this population and need not in all cases be a precondition to communication therapies.

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“…The 'Communication DEALL Developmental Checklists' (CDDC) (Karanth 2007) is another indigenous accompaniment to an early intervention program (Karanth et al 2010) for children with ASD. It covers assessment of eight domains in developmental skills for children up to 6 years and carries local norms.…”

mentioning

confidence: 99%

Autism Behavior Checklist for Disability Estimation: A Preliminary Field Tryout

Venkatesan

Ravindran

2015

Psychol Stud

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This study intended to develop a scale of symptom listing for differential diagnosis of children with autism against other developmental disabilities. Additionally, it also seeks to develop categories or various risk levels to different severity levels of autism. After several rounds of ground trials, the final list of 181-item covering seven domains was tried on a sample of 74 children covering autism, mental retardation, expressive speech delays, hearing impairment and slow learners. Results indicate that the tool has adequate degree of internal consistency and discriminant validity. The tool shows promise of being a culturally appropriate tool in the Indian context.

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Efficacy of Communication DEALL—An Indigenous Early Intervention Program for Children with Autism Spectrum Disorders

Abstract: Thus, the Communication DEALL program shows promise as an effective early intervention program. It also indicates a need to further enhance the stabilization of the pre linguistic skills such as maintenance of eye contact, attention, sitting tolerance and compliance, in the program.

Cited by 43 publications

References 7 publications

Comparitivee Analysis of Cognition and Language in Autism, Mental Retardation and Co-Morbid Autism with Mental Retardation

Comparitivee Analysis of Cognition and Language in Autism, Mental Retardation and Co-Morbid Autism with Mental Retardation

Harnessing Repetitive Behaviours to Engage Attention and Learning in a Novel Therapy for Autism: An Exploratory Analysis

Autism Behavior Checklist for Disability Estimation: A Preliminary Field Tryout

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