Communication growth in minimally verbal children with ASD: The importance of interaction / Charlotte DISTEFANO in Autism Research, 9-10 (October 2016)  

Public ISBD [article]  inAutism Research > 9-10 (October 2016) . - p.1093-1102 Titre : Communication growth in minimally verbal children with ASD: The importance of interaction Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte DISTEFANO, Auteur ; Wendy SHIH, Auteur ; Ann P. KAISER, Auteur ; Rebecca LANDA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1093-1102 Langues : Anglais (eng) Mots-clés : minimally verbal  language  communication  intervention Index. décimale : PER Périodiques Résumé : Little is known about language development in children with Autism Spectrum Disorders (ASD) who remain minimally verbal past age 5. While there is evidence that children can develop language after age 5, we lack detailed information. Studies of this population generally focus on discrete language skills without addressing broader social-communication abilities. As communication and social deficits are both inherent to ASD, an examination of not only what language skills are acquired, but how those skills are used in interactions is relevant. Research in typical development has examined how communication interchanges (unbroken back-and-forth exchanges around a unified purpose) develop, which can be used as a framework for studying minimally verbal children. This study examined the interchange use by 55 children with ASD over the course of a 6-month play and engagement-based communication intervention. Half of the children received intervention sessions that also incorporated a speech-generating device (SGD). Interchanges were coded by: frequency, length, function, and initiator (child or adult). Results indicated that children initiated a large proportion of interchanges and this proportion increased over time. The average length and number of interchanges increased over time, with children in the SGD group showing even greater growth. Finally, children's total number of interchanges at baseline was positively associated with their spoken language gains over the course of intervention. This study supports the crucial relationship between social engagement and expressive language development, and highlights the need to include sustained communication interchanges as a target for intervention with this population. En ligne : http://dx.doi.org/10.1002/aur.1594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Communication growth in minimally verbal children with ASD: The importance of interaction [Texte imprimé et/ou numérique] / Charlotte DISTEFANO, Auteur ; Wendy SHIH, Auteur ; Ann P. KAISER, Auteur ; Rebecca LANDA, Auteur ; Connie KASARI, Auteur . - p.1093-1102. Langues : Anglais (eng) in Autism Research > 9-10 (October 2016) . - p.1093-1102 Mots-clés : minimally verbal  language  communication  intervention Index. décimale : PER Périodiques Résumé : Little is known about language development in children with Autism Spectrum Disorders (ASD) who remain minimally verbal past age 5. While there is evidence that children can develop language after age 5, we lack detailed information. Studies of this population generally focus on discrete language skills without addressing broader social-communication abilities. As communication and social deficits are both inherent to ASD, an examination of not only what language skills are acquired, but how those skills are used in interactions is relevant. Research in typical development has examined how communication interchanges (unbroken back-and-forth exchanges around a unified purpose) develop, which can be used as a framework for studying minimally verbal children. This study examined the interchange use by 55 children with ASD over the course of a 6-month play and engagement-based communication intervention. Half of the children received intervention sessions that also incorporated a speech-generating device (SGD). Interchanges were coded by: frequency, length, function, and initiator (child or adult). Results indicated that children initiated a large proportion of interchanges and this proportion increased over time. The average length and number of interchanges increased over time, with children in the SGD group showing even greater growth. Finally, children's total number of interchanges at baseline was positively associated with their spoken language gains over the course of intervention. This study supports the crucial relationship between social engagement and expressive language development, and highlights the need to include sustained communication interchanges as a target for intervention with this population. En ligne : http://dx.doi.org/10.1002/aur.1594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study / Tatiana Nogueira PEREDO ; Ana Paula MADERO UCERO ; Ann P. KAISER in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1770-1787 Titre : EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Tatiana Nogueira PEREDO, Auteur ; Ana Paula MADERO UCERO, Auteur ; Ann P. KAISER, Auteur Article en page(s) : p.1770-1787 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-024-06322-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study [Texte imprimé et/ou numérique] / Tatiana Nogueira PEREDO, Auteur ; Ana Paula MADERO UCERO, Auteur ; Ann P. KAISER, Auteur . - p.1770-1787. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1770-1787 Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-024-06322-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism / Lauren H. HAMPTON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.75-87 Titre : Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Jennifer P. NIETFELD, Auteur ; Ani KHACHOYAN, Auteur Article en page(s) : p.75-87 Langues : Anglais (eng) Mots-clés : Autism  Enhanced milieu teaching  Joint engagement  Minimally-verbal  Multiple-baseline Index. décimale : PER Périodiques Résumé : JASP-EMT, the combined Enhanced Milieu Teaching (EMT) and Joint Attention, Structured Play, and Emotion Regulation (JASPER) interventions, has been found to be effective for promoting social communication in young children with autism (Kasari et al. in J Am Acad Child Adolesc Psychiatry 53(6):635-646, https://doi.org/10.1016/j.jaac.2014.01.019 , 2014). The current study examined the effects of this naturalistic intervention on social language use in three children with autism who were in the early stages of language acquisition. Generalization to communication partners who did not utilize the intervention strategies was systematically examined using a multiple-baseline design. The results from this study indicate that this blended intervention is effective in increasing target social language for young children with autism, however, generalization to communication partners does not readily occur. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04521-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism [Texte imprimé et/ou numérique] / Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Jennifer P. NIETFELD, Auteur ; Ani KHACHOYAN, Auteur . - p.75-87. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.75-87 Mots-clés : Autism  Enhanced milieu teaching  Joint engagement  Minimally-verbal  Multiple-baseline Index. décimale : PER Périodiques Résumé : JASP-EMT, the combined Enhanced Milieu Teaching (EMT) and Joint Attention, Structured Play, and Emotion Regulation (JASPER) interventions, has been found to be effective for promoting social communication in young children with autism (Kasari et al. in J Am Acad Child Adolesc Psychiatry 53(6):635-646, https://doi.org/10.1016/j.jaac.2014.01.019 , 2014). The current study examined the effects of this naturalistic intervention on social language use in three children with autism who were in the early stages of language acquisition. Generalization to communication partners who did not utilize the intervention strategies was systematically examined using a multiple-baseline design. The results from this study indicate that this blended intervention is effective in increasing target social language for young children with autism, however, generalization to communication partners does not readily occur. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04521-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Implementing Enhanced Milieu Teaching with Children Who Have Autism Spectrum Disorders / Terry B. HANCOCK

Public ISBD in Treatment of Autism Spectrum Disorders / Patricia A. PRELOCK Titre : Implementing Enhanced Milieu Teaching with Children Who Have Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Terry B. HANCOCK, Auteur ; Ann P. KAISER, Auteur Année de publication : 2012 Importance : p.163-187 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 in Treatment of Autism Spectrum Disorders / Patricia A. PRELOCK Implementing Enhanced Milieu Teaching with Children Who Have Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Terry B. HANCOCK, Auteur ; Ann P. KAISER, Auteur . - 2012 . - p.163-187. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190

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Multi-component communication intervention for children with autism: A randomized controlled trial / Lauren H. HAMPTON in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2104-2116 Titre : Multi-component communication intervention for children with autism: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur Article en page(s) : p.2104-2116 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders  *communication and language  *minimally verbal  *parent training  *preschool  *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Multi-component communication intervention for children with autism: A randomized controlled trial [Texte imprimé et/ou numérique] / Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur . - p.2104-2116. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2104-2116 Mots-clés : *autism spectrum disorders  *communication and language  *minimally verbal  *parent training  *preschool  *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

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Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

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The Effects of Early Intervention on Social Communication Outcomes for Children with Autism Spectrum Disorder: A Meta-analysis / Elizabeth A. FULLER in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

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Treatment of Food Selectivity in a Young Child With Autism / Brenna K. WOOD in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

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