A communication-based intervention for nonverbal children with autism: What changes? Who benefits?

Gordon, Kate; Pasco, Greg; McElduff, Fiona; Wade, Angie; Howlin, Patricia; Charman, Tony

doi:10.1037/a0024379

Cited by 92 publications

(54 citation statements)

References 44 publications

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“…6 Vocalizations also improved, especially for children who had some spoken language at baseline. 7 Language test scores, however, did not improve. 6 …”

Section: Introductionmentioning

confidence: 77%

Communication Interventions for Minimally Verbal Children With Autism: A Sequential Multiple Assignment Randomized Trial

Kasari

Kaiser

Goods³

et al. 2014

Journal of the American Academy of Child & Adolescent Psych

314

238

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Objective This study tested the effect of beginning treatment with a speech-generating device in the context of a blended, adaptive treatment design for improving spontaneous, communicative utterances in school-aged, minimally verbal children with autism. Method Sixty-one minimally verbal children with autism, aged 5 to 8 years, were randomized to a blended developmental/behavioral intervention (JASP+EMT) with or without the augmentation of a speech-generating device (SGD) for 6 months with a 3-month follow-up. The intervention consisted of two stages. In Stage 1 all children received two sessions per week for 3 months. Stage 2 intervention was adapted (increased sessions or adding the SGD) based on the child’s early response. The primary outcome was the total number of spontaneous communicative utterances; secondary measures were total number of novel words and total comments from a natural language sample. Results Primary aim results found improvements in spontaneous communicative utterances, novel words, and comments that all favored the blended behavioral intervention that began by including an SGD (JASP+EMT+SGD) as opposed to spoken words alone (JASP+EMT). Secondary aim results suggest that the adaptive intervention beginning with JASP+EMT+SGD and intensifying JASP+EMT+SGD for children who were slow responders led to better post-treatment outcomes. Conclusion Minimally verbal school-aged children can make significant and rapid gains in spoken spontaneous language with a novel, blended intervention that focuses on joint engagement and play skills and incorporates an SGD. Future studies should further explore the tailoring design used in this study to better understand children’s response to treatment. Clinical trial registration information—Developmental and Augmented Intervention for Facilitating Expressive Language (CCNIA); http://clinicaltrials.gov/; NCT01013545.

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“…6 Vocalizations also improved, especially for children who had some spoken language at baseline. 7 Language test scores, however, did not improve. 6 …”

Section: Introductionmentioning

confidence: 77%

Communication Interventions for Minimally Verbal Children With Autism: A Sequential Multiple Assignment Randomized Trial

Kasari

Kaiser

Goods³

et al. 2014

Journal of the American Academy of Child & Adolescent Psych

314

238

View full text Add to dashboard Cite

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“…[68][69][70][71] Not only may such a system improve communication with the child, more importantly, it may be the only way the child can communicate with the clinicians. There are a large number of both free and commercial products that are readily available.…”

Section: Communication Adjunctsmentioning

confidence: 98%

“…Fortunately, in recent years, there has been a growth in more rigorously designed studies, including randomized control trials. [65][66][67][68] Children with other developmental disorders (DD) similarly span a wide range of symptoms, severity, and disabilities, too numerous to list and beyond the scope of this article. As the strategies for caring for these children are similar to those used in caring for children with ASD, for the purposes of this article, the term ASD/DD will be used to collectively refer to all these children.…”

Section: Introductionmentioning

confidence: 98%

Challenges of Managing Pediatric Mental Health Crises in the Emergency Department

Chun

Katz

Duffy

et al. 2015

Child and Adolescent Psychiatric Clinics of North America

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“…Language, social-communication, adaptive behavior, IQ, object exploration, age, and autism severity have emerged as potential moderators of outcomes for preschool children with ASD in some studies of various treatment programs (e.g. Kasari et al, 2008; Gordon et al, 2011; Harris and Handelman, 2000; and Perry et al, 2011; Remington et al, 2007; and Yoder and Stone, 2006a, 2006b), however their interaction with preschool settings in predicting outcomes has not been examined.…”

Section: Introductionmentioning

confidence: 99%

Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements

Nahmias

Kase

Mandell

2012

Autism

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Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders (ASD). Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention (EI) placement in three settings (autism-only, mixed disabilities or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with ASD. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disabilities settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and for those with at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with ASD. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool EI placement decisions.

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A communication-based intervention for nonverbal children with autism: What changes? Who benefits?

Cited by 92 publications

References 44 publications

Communication Interventions for Minimally Verbal Children With Autism: A Sequential Multiple Assignment Randomized Trial

Communication Interventions for Minimally Verbal Children With Autism: A Sequential Multiple Assignment Randomized Trial

Challenges of Managing Pediatric Mental Health Crises in the Emergency Department

Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements

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