Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts.
The current case study describes the longitudinal assessment of a young child diagnosed with Partial Fetal Alcohol Syndrome and pervasive developmental disorder-not otherwise specified. The patient participated in an applied behavior analysis (ABA)-based Verbal Behavior treatment program to target communication impairments and functional skill deficits. Because ABA-based interventions have demonstrated efficacy in improving levels of functioning across various developmental disabilities, it was reasonable to assess the clinical utility of these same strategies when applied to a patient presenting with fetal alcohol spectrum disorder and associated developmental delays. The current study relied on quasi-experimental single-subject design methods to measure treatment outcomes and to inform clinical decision making. Dependent measures in the study included standardized, norm-referenced assessments of cognitive and adaptive functioning, as well as behavioral data collected throughout treatment to measure gains across skill areas. Outcomes included rapid skill acquisition across several areas of functioning (e.g., expressive and receptive language, visual-performance, and adaptive emotional/behavioral functioning). The impact of treatment on global areas of functioning will be reported. Keywords applied behavior analysis, fetal alcohol syndrome 1 Theoretical and Research Basis for Treatment Early and intensive intervention rooted in applied behavior analysis (ABA) is a widely utilized and researched area in the treatment of individuals with developmental disabilities. Defined as the scientific study of the effects of environmental variables on socially significant behavior, the field of ABA is devoted to assessing and treating socially significant behaviors to produce behavioral and developmental improvements (Cooper, Heron, & Heward, 2007).
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