Communication

An evaluation of a multi‐component intervention for loud speech among children with autism spectrum disorder

“…Despite the relatively large body of literature detailing and evaluating interventions for other language impairments common among individuals with ASD, such as vocal stereotypy (e.g., Falcomata et al., 2004; Graff et al., 1999), there are relatively few published studies describing effective interventions for prosodic deficits in children with ASD. Consistent with the treatment of other behavioral excesses and deficits in this population, previous research indicates behavioral approaches to intervention (e.g., discrete trial training, modeling, and shaping) can be effective in improving prosodic speech deficits (e.g., Sigafoos et al., 2011). In one such investigation, Charlop et al.…”

“…These topographies of loud vocalizations are often addressed through matched stimulation (Love et al., 2013) or punishment procedures like time out (Graff et al., 1999), response cost (Athens et al., 2013), or response interruption and redirection. In contrast, loud conversational speech inherently occurs only in social contexts and is likely attributable to skill deficits rather than being maintained by desirable (reinforcing) consequences (e.g., Sigafoos et al., 2011). For example, evidence suggests individuals on the autism spectrum differ from their neurotypical peers in their perspective taking (David et al., 2010), ability to control speech loudness when excited (Robledo et al., 2012), and attention to relevant contextual variables (i.e., stimulus overselectivity; Lovaas et al., 1979).…”

A functional communication training for developing verbal behavior and treatment of challenging behavior in individuals with autism spectrum disorders

“…Primarily, they must be taught to express their wants, needs and feelings, initiate conversations, and respond to messages or attempts at interaction initiated by others. Based on the functional approach to language and communication development, the intervention process should include different classes of communicative behavior such as mands, tacts, echoics and intraverbals (Sigafoos et al, 2009). Each of these behavior classes includes a number of specific skills.…”

“…The class of interverbal responses may include answering questions or conducting a conversation. (Sigafoos et al, 2009).…”

“…exchanges, sign language or gestures, or use voice or text output devices (Sigafoos et al, 2009;Rodriguez, Fisher and Kelley, 2012).…”