Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism

Hampton, Lauren H.; Kaiser, Ann P.; Nietfeld, Jennifer; Khachoyan, Ani

doi:10.1007/s10803-020-04521-4

Cited by 13 publications

(11 citation statements)

References 35 publications

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“…Additionally, the ultra-light clay intervention involving subject-to-subject interaction had a generalization effect on initiating communication but not on responsive communication. We speculate that the language initiated by children with ASD may include errors in pronunciation, grammar, and semantic expression ( Hampton et al, 2020 ), making it difficult for peers to understand and respond. Future researchers can exploit some intervention methods to help children with ASD express language more accurately.…”

Section: Discussionmentioning

confidence: 99%

“… Ben-Itzchak and Zachor (2007) observed that behavioral reinforcement improved the verbal response of children with ASD (e.g., responding to joy or anger), though it did not improve children’s ability to initiate communication (e.g., expressing joy or anger proactively). Similarly, Hampton et al (2020) also revealed that behavioral reinforcement (e.g., prompt reinforcement or “ask-answer” reinforcement) promoted language imitation and response in children with ASD but did not improve children’s initiation in the changed context. This is not surprising given that initiating is considered a pivotal behavior and an essential skill in social communication ( Koegel and Koegel, 2018 ).…”

Section: Introductionmentioning

confidence: 95%

“…Children with ASD face many social problems, and in many cases, their families suffer a great deal of pain and burden. The key problem that these children encounter is a barrier to communication (Pickles et al, 2009;Koegel and Koegel, 2018;Hampton et al, 2020), including decreased academic performance, increased problematic behavior, and difficulties forming relationships with others and integrating into a typical society (Koegel et al, 1992;Cholewicki et al, 2019). by exogenous stimuli, while the former mainly by endogenous motivation.…”

Section: Introductionmentioning

confidence: 99%

“…However, initiating communication involves more complex processes, such as “understanding,” “internalization,” “coding,” “extracting,” “output,” and so on ( Kristelle et al, 2010 ). The initiation of communication is based on an individual’s language internalization, such as requirement analysis, language transformation, and language output ( Koegel and Koegel, 2018 ; Hampton et al, 2020 ). Behavioral interventions by stimulus–response reinforcement do little to promote language understanding and internalization and thus hardly promote the initiation of communication among children with ASD.…”

Section: Introductionmentioning

confidence: 99%

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Ultra-Light Clay Intervention Improves Responsiveness and Initiates the Communication of Children With ASD

Zhang

Sun

et al. 2022

Front. Psychol.

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The barriers to responsiveness and the initiation of communication are the two key problems encountered by children with autism spectrum disorders (ASD). Prior interventions based on behavioral reinforcement have had an obvious effect on responsive communication but a weak effect on the initiation of communication. Based on psychological development theory, we designed ultra-light clay interventions involving hands-on production or multi-interaction around key concepts and themes, teaching children about basic concepts, relationships, and logic, making abstract knowledge concrete and experience. Two studies (Study 1: N = 3, one-to-one intervention; Study 2: N = 8, one-to-two intervention) showed that ultra-light clay intervention improved both the initiation of and response to communication among children with ASD, but that such improvements show a peer-generalization effect in initiation communication, not in responsive communication. These findings provide a set of ultra-light clay interventions for communication in children with ASD and suggest a relationship between endogenous interventions and the initiation of communication.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Ultra-Light Clay Intervention Improves Responsiveness and Initiates the Communication of Children With ASD

Zhang

Sun

et al. 2022

Front. Psychol.

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“…The only variable with consistent positive outcomes was the use of spontaneous (non-imitative) gestures when gesture imitation was taught via PBET intervention; this may actually represent a lack of discrimination (i.e., child gestures with or without cues to imitate) rather than an appropriately generalized outcome. Corollary outcomes were most often measured in PBET interventions; the lack of positive corollary outcomes is interesting given that naturalistic interventions with similar components (e.g., JASPER; Hampton et al, 2020) have been shown to improve play and communication outcomes.…”

Section: Discussionmentioning

confidence: 99%

Systematic Review of Interventions Designed to Teach Imitation to Young Children With Disabilities

Ledford

Windsor

2021

Topics in Early Childhood Special Education

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This review was designed to characterize current intervention research for increasing imitation for young children with disabilities. We identified 34 unique sources including assessments of different types of massed trial and embedded trial interventions. Across intervention types, when evaluated via the Single Case Analysis and Review Framework (SCARF), positive outcomes were more likely to occur when dependent variables were primary (i.e., not secondary to another dependent variable) and context-bound (i.e., collected during intervention sessions). When only primary variables from high-quality studies were considered, embedded trials more often resulted in functional relations. Recommendations for practice include using cues, prompts, and rewards for imitation; teaching imitation to toddlers; attending to imitation function; and teaching imitation in varied contexts.

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EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study

Pak,

Peredo,

Madero Ucero

et al. 2024

J Autism Dev Disord

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The primary purpose of the current pilot study was to test the effects of an adapted and collaborative intervention model with a systematic teaching approach on Latina Spanish-speaking caregivers’ use of EMT en Español Para Autismo strategies with their young children on the autism spectrum. A multiple baseline across behaviors single case design was replicated across two dyads. A series of family interviews and a direct therapist-child intervention phase supported individualization of the intervention. Families were provided speech generating devices as part of their children’s intervention protocol. Caregivers were taught to use EMT en Español Para Autismo strategies with aided language input. Strategies included contingent target-level and proximal target-level language modeling, linguistic expansions, and communication elicitations. Secondary variables measured included generalization of strategy use to unsupported interactions and at a 2-month follow-up, child communication outcomes, and social validity. There was a strong functional relation for one dyad between the adapted and collaborative intervention and caregiver use of EMT strategies. The functional relation was weakened by behavioral covariation for the other dyad. Children increased the quantity and diversity of their communication during the study. Caregivers generalized their use of most EMT strategies and reported most aspects of the approach to be socially valid. The current study provides an initial demonstration of an effective model for adaptation and individualization of naturalistic developmental behavioral interventions for Latino Spanish-speaking families with children on the autism spectrum.

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Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism

Cited by 13 publications

References 35 publications

Ultra-Light Clay Intervention Improves Responsiveness and Initiates the Communication of Children With ASD

Ultra-Light Clay Intervention Improves Responsiveness and Initiates the Communication of Children With ASD

Systematic Review of Interventions Designed to Teach Imitation to Young Children With Disabilities

EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study

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