1. Petersen JM, Marinova-Todd SH, Mirenda P. {{Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder}}. {J Autism Dev Disord}. 2011.
Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English-Chinese bilingual and 14 English monolingual preschool-age children with ASD. Results indicated that both groups had equivalent scores on all but one measure of language and vocabulary, including English production vocabulary, conceptual production vocabulary, and vocabulary comprehension. When comparing the two languages of bilingual participants, there were no significant differences in production vocabulary size or vocabulary comprehension scores. The results provide evidence that bilingual English-Chinese preschool-age children with ASD have the capacity to function successfully as bilinguals.
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2. Rayner C. {{Teaching students with autism to tie a shoelace knot using video prompting and backward chaining}}. {Dev Neurorehabil}. 2011.
Purpose: To evaluate the effects of video prompting and backward chaining for teaching students with autism to tie a shoelace knot. Method: Videos featuring an adult and a peer or sibling model were used as part of the video prompting procedures to teach three boys with autism to tie a shoelace knot. A backward chaining procedure involving live modelling and verbal instruction was introduced following the video prompting phases. Results: Although the video prompting interventions increased the number of steps in the shoelace tying task completed by each of the participants, the backward chaining procedure was more effective, enabling one participant to reach mastery and a second participant to approach mastery. Conclusion: Practitioners should consider the pre-requisite skills of the participants and the nature of the target behaviour when selecting an intervention to teach daily living skills to individuals with autism.
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3. Rayner C. {{Sibling and adult video modelling to teach a student with autism: Imitation skills and intervention suitability}}. {Dev Neurorehabil}. 2011.
Purpose: To investigate the effectiveness of adult-as-model and sibling-as-model video modelling procedures for an individual with autism who demonstrated limited imitation skills. Methods: This study assessed the imitation ability of Matthew, a 15 year-old boy with autism, and then used video modelling, with his sibling and an adult as models, in order to teach him to match coins, respond to questions in a group discussion time and prepare a snack of noodles. Results: Matthew seldom responded to imitative opportunities in the assessment. Also, minimal changes in his ability to perform the target behaviours resulted from either of the video modelling conditions. Conclusion: An individual’s imitation skills are an important pre-requisite for successful video modelling intervention.
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4. Welch MG. {{Review: secretin is not effective for the treatment of children with autism spectrum disorders}}. {Evid Based Ment Health}. 2011.
