A natural language teaching paradigm for nonverbal autistic children

Abstract

The purpose of this study was to attempt to improve verbal language acquisition for nonverbal autistic children by manipulating traditional teaching techniques so they incorporated parameters of natural language interactions and motivational techniques. Within a multiple baseline design, treatment was conducted in a baseline condition with trials presented serially in a traditional analogue clinical format where the therapist presented instructions, prompts, and reinforcers for correct responses. Then, these variables were manipulated in the natural language teaching condition such that stimulus items were functional and varied, natural reinforcers were employed, communicative attempts were also reinforced, and trials were conducted within a natural interchange. Treatment and generalization data demonstrated that manipulation of these variables resulted in broadly generalized treatment gains. Implications for language intervention are discussed.

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

“…While researchers found similar issues in PT/PE for ASD, the shortfalls in outcomes were attributed to issues with the treatment strategies rather than the influence of family factors. Therefore, researchers began to develop more naturalistic methods of intervention and to develop strategies specifically designed for PT/ PE programs (Hart and Risley, 1980;Koegel et al, 1987;McGee et al, 1985).…”

“…Parent Education Models Specific for ASD-As behavioral programming for children with ASD evolved from teaching single behaviors to a broader focus of increasing general motivation and responsivity in children with ASD (Koegel et al, 1987), PT/PE also began to change. Parents were taught more naturalistic strategies which were easier to use in the home, required fewer hours of training, increased both leisure and teaching time and increased parent satisfaction and enjoyment of the treatment .…”

Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review

“…Both children had IQ scores in the above average range as measured by the Differential Ability Scales (DAS-II). PRT is an empirically based behavioral intervention based on Applied Behavioral Analysis (ABA) that involves naturalistic strategies designed to increase children's motivation to socially engage (Koegel, O'Dell, & Koegel, 1987). These strategies include child choice, child attending and contingent reinforcement.…”

Establishing verbal repertoires: Toward the application of general case analysis and programming

“…These approaches have included using multiple varied stimuli and settings during training (Handelman, 1979(Handelman, , 1981, using time delay techniques to bring persons under the control of stimuli other than instructional prompts (e.g., cookies vs. "Say 'I want cookie"') (Halle, Baer, & Spradlin, 1981;Charlop, Schreibman, & Thibodeau, 1985), and milieu language training procedures (Warren & Bambara, 1989). Such techniques have often resulted in more spontaneous verbal performance in particular settings (Koegel, O'Dell, & Koegel, 1987).…”