Increasing Autistic Children's Daily Spontaneous Speech

Charlop, Marjorie H.; Trasowech, Jane E.

doi:10.1901/jaba.1991.24-747

Cited by 105 publications

(85 citation statements)

References 11 publications

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“…Thus, the parents continued the treatment for many more hours each week. Positive results of parent-delivered treatment is a consistent finding in the autism literature (Howlin & Rutter, 1989;Harris, Wolchik & Weitz, 1981;Laski, Charlop& Schreibman, 1988;Charlop & Trasowech, 1991). Finally, both therapies involved interventions very carefully fitted to children's current level of understanding, and delivered in a fairly structured format that emphasized child intentional communication and child initiative.…”

Section: Discussionsupporting

confidence: 56%

Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions

Rogers

Hayden

Hepburn

et al. 2006

J Autism Dev Disord

168

101

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This single subject design study examined two models of speech-language intervention: Denver Model (which merges behavioral, developmental, and relationship-oriented intervention), and PROMPT (a neuro-developmental approach for speech production disorders). Ten young, nonverbal children with autism were matched in pairs and randomized to treatment. They received 12 one-hour weekly sessions of therapy and daily one-hour home intervention delivered by parents. Fidelity criteria were maintained throughout. Eight of the 10 children used 5 or more novel, functional words spontaneously and spoke multiple times per hour by the conclusion of treatment. There were no differences in acquired language skills by intervention group.

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Section: Discussionsupporting

confidence: 56%

Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions

Rogers

Hayden

Hepburn

et al. 2006

J Autism Dev Disord

168

101

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“…This was influenced directly by the work by Skinner (1968Skinner ( /1972. The discrete trial teaching procedure (DTT), which greatly defines the interventions at LAPITEA has been documented along the years in several manuals based on scientific research concerning developmental delays (Alwell, Hunt, Goetz, & Sailor, 1989;Barbera, 2007;Charlop-Christy & Carpenter, 2000;Charlop, Schreibman & Thibodeau, 1985;Charlop & Trasowech, 1991;Charlop & Walsh, 1986;Gee, Graham, Goetz, Oshima, & Yoshioka, 1991;Greer & Ross, 2008;Matos, 2016;Richman, 2001;Sundberg & Partington, 1998) and is based on givingseveral opportunities to respond (massed trials). However, the D. C. de Matos, P. G. S. de Matos Psychology need to conduct both DTT in a more structured environment as well as more naturalistic teaching during the day-to-day of individuals with autism in less restricted environments is advised (Sundberg & Partington, 1998).…”

Section: C De Matos P G S De Matos Psychologymentioning

confidence: 99%

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

Matos¹,

Matos²

2017

PSYCH

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This paper presents an experience report on the implementation of the Assessment, Research and Intervention in Autism Spectrum Disorder Laboratory-LAPITEA-in a Brazilian University. The Laboratory aims to develop assessment and intervention methods for children with autism in order to establish social skills such as language, communication, imitation, motor and school repertoires, such as reading and writing, based on a multi-methodological proposal that integrates three different dimensions coming from the science of Psychology: Psychological Evaluation; Applied Behavior Analysis; and consulting and collaboration in School Psychology. The implementation of LAPITEA went through four major steps: 1) selection of children referred by NGOs from parents of individuals with autism; 2) psychological assessment for mapping children's impaired skills; 3) psychological interventions in Applied Behavior Analysis for the teaching of language and related skills; and 4) monitoring of school inclusion of children with autism through counseling in school psychology to Brazilian elementary and middle schools. It is the focus of this article to describe the characteristics that integrate each one of the stages, including the theoretical-methodological foundation and the operationalization of the dimensions of action. Currently, eleven children are attended in the Laboratory and all show evolution with the proposal of teaching and educational accompaniment offered. The current configuration of advances in school inclusion policies in Brazil encourages the accessibility of the autistic student to the formal education system, from elementary to higher education. These aspects stimulate initiatives by Universities to create teaching, research and extension spaces that seek to corroborate with treatment and follow-up actions in school inclusion with the individual with autism and

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“…Naturalistic instruction involves the use of naturally reinforcing stimuli and increased likelihood of generalisation. However, in research on spontaneity in children with autism, a greater number of teaching opportunities were required for acquisition within naturalistic contexts [13] than within intensive intervention contexts (e.g. REF 6).…”

Section: Reliabilitymentioning

confidence: 99%

“…REF 12). Naturalistic teaching strategies (i.e., intervention implemented during naturally occurring routines) have also been utilised to teach spontaneous communication to children with autism [13] . Two studies addressing spontaneous communication in children with Down syndrome also utilised naturalistic teaching strategies.…”

mentioning

confidence: 99%