The Effects of a Developmental, Social—Pragmatic Language Intervention on Rate of Expressive Language Production in Young Children With Autistic Spectrum Disorders

Ingersoll, Brooke; Dvortcsak, Anna; Whalen, Christina; Sikora, Darryn M.

doi:10.1177/10883576050200040301

Cited by 102 publications

(127 citation statements)

References 14 publications

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“…The two predominant sets of theoretical principles in ASD intervention research are ABA (Smith, 2011) and developmental social-pragmatic (DSP) models (also called developmental, interactive, transactional, or interpersonal ;Ingersoll, Dvortcsak, Whalen, & Sikora, 2005). ABA interventions are based on the view that ASD is a learning difficulty that can be addressed with operant conditioning strategies such as systematically reinforcing target behaviors and teaching children to distinguish between different cues (Smith, 2011).…”

Section: Theoretical Principlesmentioning

confidence: 99%

“…DSP intervention strategies are derived from findings in developmental psychology that show a strong association between caregivers' (Prizant & Wetherby, 2005). Relying on strategies similar to ones used in interventions to help caregivers be more sensitive to their young, typically developing children (Siller, Morgan et al, 2014;Wallace & Rogers, 2010), DSP interventionists aim to promote social communication and interaction by being responsive to the child in ways such as imitating, expanding on, or joining into play activities that the child initiates (Ingersoll et al, 2005).…”

Section: Theoretical Principlesmentioning

confidence: 99%

“…Notably, ABA interventions, like DSP interventions, are intended to be appropriate to the child's developmental level and to address deficits in social interaction and communication (Smith, 2011). DSP interventions, like ABA interventions, emphasize helping children with ASD learn new skills (Ingersoll et al, 2005). However, there are also differences.…”

Section: Theoretical Principlesmentioning

confidence: 99%

See 2 more Smart Citations

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

292

170

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This evidence base update examines the level of empirical support for interventions for children with autism spectrum disorder (ASD) younger than 5 years old. It focuses on research published since a previous review in this journal (Rogers & Vismara, 2008). We identified psychological or behavioral interventions that had been manualized and evaluated in either (a) experimental or quasi-experimental group studies or (b) systematic reviews of single-subject studies. We extracted data from all studies that met these criteria and were published after the previous review. Interventions were categorized across two dimensions. First, primary theoretical principles included applied behavior analysis (ABA), developmental social-pragmatic (DSP), or both. Second, practice elements included scope (comprehensive or focused), modality (individual intervention with the child, parent training, or classrooms), and intervention targets (e.g., spoken language or alternative and augmentative communication). We classified two interventions as well-established (individual, comprehensive ABA and teacher-implemented, focused ABA þ DSP), 3 as probably efficacious (individual, focused ABA for augmentative and alternative communication; individual, focused ABA þ DSP; and focused DSP parent training), and 5 as possibly efficacious (individual, comprehensive ABA þ DSP; comprehensive ABA classrooms; focused ABA for spoken communication; focused ABA parent training; and teacher-implemented, focused DSP). The evidence base for ASD interventions has grown substantially since 2008. An increasing number of interventions have some empirical support; others are emerging as potentially efficacious. Priorities for future research include improving outcome measures, developing interventions for understudied ASD symptoms (e.g., repetitive behaviors), pinpointing mechanisms of action in interventions, and adapting interventions for implementation with fidelity by community providers.Autism spectrum disorder (ASD) is defined by difficulties with reciprocal social communication and stereotyped interests or behaviors (American Psychiatric Association [APA], 2013) that usually emerge in early childhood. About one third of children with ASD have delays in cognitive development and daily living skills (Autism and Developmental Disabilities Monitoring Network, 2014). Co-occurring behavior problems (tantrums, aggression, self-injury, impulsivity, anxiety, extreme food selectivity, insomnia) and medical conditions (e.g., seizure disorder, gastrointestinal disturbance) are also common. Although ASD almost always persists across the lifespan, early intervention can alleviate symptoms (Rogers & Vismara, 2008).ASD has a prenatal origin related to genetic risk and environmental events; however, the precise etiology has not been determined (Volkmar, Paul, Rogers, & Pelphrey, 2014). Although once considered rare, ASD is now estimated to occur in approximately 1 in 68 individuals (Autism and Developmental Disabilities Monitoring Network, 2014). It remains unknown whethe...

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Section: Theoretical Principlesmentioning

confidence: 99%

Section: Theoretical Principlesmentioning

confidence: 99%

Section: Theoretical Principlesmentioning

confidence: 99%

See 1 more Smart Citation

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

292

170

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“…Although the transition from attentional strategies to intentional strategies is only dimly understood, interventions that build on the social and attentional skills children bring to the task of word learning improve both social and language skills (Ingersoll, Dvortcsak, Whalen, & Sikora, 2005;Loncola & Craig-Unkefer, 2005). One promising randomized controlled treatment study along these lines was conducted by Aldred, Green, and Adams (2004).…”

Section: Implications For Word Learningmentioning

confidence: 99%

Children With Autism Illuminate the Role of Social Intention in Word Learning

et al. 2007

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To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age 5 5.08 years) with 17 language-and 17 mental-age-matched TD children (M ages 5 2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.Children acquire vocabulary at an impressive pace (Carey, 1978), and they acquire it primarily in the context of social interaction with other human beings (Hoff, 2003;Hoff & Tian, 2005;Opie, Steele, & Ward, 2004;Rowe, 2004;Tomasello, 1999; but see Chen & Peng, 1995). Hotly debated, however, is the exact function that social interaction plays for children learning to map words onto referents. Does social interaction offer perceptual cues that direct attention to word referents? Or does it provide a gateway to a speaker's communicative intent, thus focusing listeners on the object or action that the speaker had in mind? Might there be a developmental progression with children first attending to the perceptual, attentional elements of social interaction and only later to the intentional cues to word reference? It has been difficult to distinguish empirically among these accounts. A comparison of the way typically developing (TD) and autistic (AD) children learn words offers a window onto the role that social information plays in word learning. It has been argued that AD children pay less attention to social intentional cues than do TD children (Baron-Cohen, 1995). If true, and AD children nonetheless learn words in a manner similar to TD children, then understanding social intent might not be necessary for word learning. Furthermore, as AD children are somewhat heterogenous in their ability to access intentional cues, studying them offers a second way to examine the relative import of attentional and intentional social cues in vocabulary acquisition.There are a plethora of theories that have been developed to account for patterns of early word learning. For example, there is the view that children's word learning is guided by a set of constraints that limit the number of hypotheses children need to make for what a word might mean (Booth, Waxman, & Huang, 2005;Cimpian & Markman, 2005;Merriman & Evey, 2005). For the present purposes, however, we will consider only three types of theories: attentional, intentional, and hybrid. Attentional theories hold that social exchanges replete with movement, object handling, and gestures highlight certain objects and actions in the environment over others. Hearing a word in the presence of an inter...

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“…Developmental interventions are based on research that indicates a moderate relationship between caregivers' responsivity and their child's level of social-communication development (Prizant, Wetherby, & Rydell, 2000). These strategies have been shown to increase social responsiveness (Mahoney & Perales, 2003) and language skills in children with autism (e.g., Ingersoll, Dvortcsak, Whalen, & Sikora, 2005;Mahoney & Perales, 2003) and other developmental disorders (Kaiser et al, 1996). The indirect techniques are used during child-directed activities to enhance the parent's responsivity to their child's behavior.…”

Section: Indirect Teaching Strategiesmentioning

confidence: 99%

Including Parent Training in the Early Childhood Special Education Curriculum for Children With Autism Spectrum Disorders

Ingersoll

Dvortcsak²

2006

Journal of Positive Behavior Interventions

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125

122

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Parent training has been shown to be a very effective method for promoting generalization and maintenance of skills in children with autism. However, despite its wellestablished benefits, few public school programs include parent training as part of the early childhood special education (ECSE) curriculum. Barriers to the provision of parent training include the need for parent education models that can be easily implemented in ECSE programs and the need for preparation of special educators in parent education strategies. This article describes a parent training model for children with autism developed for use in ECSE programs. The implementation of the program, teacher preparation, and preliminary outcomes and challenges will be discussed. Brooke Ingersoll Lewis & Clark College Hearing & Speech Institute Anna DvortcsakHearing & Speech Institute 79The importance of training parents as intervention providers for their child with autism was first emphasized by Lovaas and colleagues when they noted that, following intensive treatment, children whose parents were trained to carry on the intervention continued to make gains, whereas children who were returned to an institutional setting lost their previously acquired skills (Lovaas, Koegel, Simmons, & Long, 1973). Since then, parents of children with autism have been successfully taught a variety of intervention techniques to improve the parent-child relationship (e.g., Koegel, Bimbela, & Schreibman, 1996, Mahoney & Perales, 2003, increase communication skills (e.g., Harris, 1986), and decrease inappropriate behavior (e.g., Marcus, Lansing, Andrews, & Schopler, 1978). Teaching parents to provide the intervention has been shown to increase generalization and maintenance of skills over time (e.g., Koegel, Schreibman, Britten, Burke, & O'Neill, 1982). Parent training also improves the quality of life for the family by reducing parental stress and increasing parental leisure and recreation time (Koegel et al., 1982). In addition, parents who participate in parent training programs report more optimism about their ability to influence their child's development (Koegel et al., 1982), which may help parents sustain their efforts with their child over time.Even though parent training is now considered an essential component of successful intervention programs for children with autism (National Research Council, 2001), it is rarely included in publicly funded early childhood special education (ECSE) programs (Mahoney et al., 1999;McCollum, 1999). Obstacles to providing parent training mainly relate to issues of dissemination and training. Most evidence-based parent training models are not accessible to teachers, who may not read empirical journals that do not target practitioners. In addition, teachers are rarely trained in how to use parent education strategies. Most special educators, especially those who work with children ages 3 and older, have been trained to work with children, not adults. They lack the knowledge of how adults learn and the techniques for teac...

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The Effects of a Developmental, Social—Pragmatic Language Intervention on Rate of Expressive Language Production in Young Children With Autistic Spectrum Disorders

Cited by 102 publications

References 14 publications

Evidence Base Update for Autism Spectrum Disorder

Evidence Base Update for Autism Spectrum Disorder

Children With Autism Illuminate the Role of Social Intention in Word Learning

Including Parent Training in the Early Childhood Special Education Curriculum for Children With Autism Spectrum Disorders

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