Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom

Lane, Justin D.; Shepley, Collin; Lieberman-Betz, Rebecca G.

doi:10.1007/s10803-016-2856-8

Cited by 14 publications

(19 citation statements)

References 28 publications

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“…Results indicated consistent increases in independent expressive communication for all children compared to responding during probe sessions, but delayed increases in independent expressive communication (two children; Kamal, Conner) and variability in responding were observed (one child; Conner) in the data. Although variable, the findings of this study extend the literature by further evaluating components of methodologically rigorous and effective NLIs for evoking expressive communication in response to environmental arrangement strategies (Lane et al, 2016a;Lane et al, 2016b). Participants in this study were elementary-aged children considered minimally verbal, but imitative, who displayed limited engagement with items and activities.…”

Section: Discussionmentioning

confidence: 60%

Section: Promoting Initiations Through Appropriate Engagementmentioning

confidence: 82%

“…The purpose of this study was to extend findings from a previous study by authors (Lane, Shepley, & Lieberman-Betz, 2016b) that targeted expressive communication in children who displayed characteristics of ASD in a preschool. Procedures were based on identified components of effective interventions in the Lane et al (2016b) review. The intervention consisted of (a) using environmental arrangement strategies to evoke initiations, (b) waiting 5 s for an independent target word, (c) providing up to two models of the target response if the participant did not use the word to request, (d) waiting 5 s for the participant to respond to the verbal models, and (e) providing preferred items or activities following attempts at expressive verbal communication.…”

Section: Promoting Initiations Through Appropriate Engagementmentioning

confidence: 82%

“…Establishment of appropriate engagement and routines with items allows participants to become familiar with toys, routines, and activities before introducing additional demands during instructional sessions. Considering the findings of Lane et al's (2016a) review and authors (Lane et al, 2016b) evaluation of effective NLI components, this study potentially adds to the literature by evaluating an NLI for promoting early expressive communication in children with ASD and ID in an authentic educational setting, an elementary school classroom. The research question guiding this study was: When an NLI is implemented in an elementary school classroom, will young children with ASD and ID display increases in the percentage of independent expressive communication, using generalized forms of expressive language?…”

Section: Promoting Initiations Through Appropriate Engagementmentioning

confidence: 95%

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Modifying a naturalistic language intervention for use in an elementary school classroom

Lane

Shepley

Sartini

et al. 2020

Autism & Developmental Language Impairments

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Background and aims We evaluated a naturalistic language intervention (NLI) targeting expanded forms of expressive communication (e.g., two-word phrases) for elementary-aged children with autism spectrum disorder (ASD) and/or intellectual disability (ID). This study extends the findings of a previous study that evaluated an NLI for preschool-aged children who displayed social communication delays. In the previous study, one child was considered a non-responder to the original intervention; children with similar pre-intervention profiles to the non-responder were recruited for this study to evaluate a modified version of the NLI with a new participant group. Methods The NLI was evaluated within the context of a multiple probe design across children, with sessions conducted in a public school classroom. The modifications to the NLI resulted in varying dosages of the intervention provided across sessions and children. To analyze the moderating influence of the variation in dosage, we graphed each dosage variable to allow for a formative analysis of changes within and across study conditions. Results Results indicated increases in the target behavior for all three children when compared to probe sessions; however, for one child the consistency of changes were variable and, as such, may not be socially significant. Conclusions and implications This study extends the literature on conducting NLIs with minimally verbal children with ASD and ID in dynamic settings, like classrooms. Educators and related professionals can capitalize on natural opportunities for social communication in children who are minimally verbal but imitative by using naturalistic procedures to promote verbalizations during age-appropriate activities.

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Section: Discussionmentioning

confidence: 60%

Section: Promoting Initiations Through Appropriate Engagementmentioning

confidence: 82%

Section: Promoting Initiations Through Appropriate Engagementmentioning

confidence: 82%

Section: Promoting Initiations Through Appropriate Engagementmentioning

confidence: 95%

See 2 more Smart Citations

Modifying a naturalistic language intervention for use in an elementary school classroom

Lane

Shepley

Sartini

et al. 2020

Autism & Developmental Language Impairments

Self Cite

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show abstract

“…These findings highlight the need for greater efforts to target expressive language (e.g. Lane et al, 2016) and peer interaction for children with lower language abilities and higher autism severity in all EI settings.…”

Section: Discussionmentioning

confidence: 87%

Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms

Ferguson

Nahmias

Crabbe

et al. 2020

Autism

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Many children diagnosed with autism spectrum disorder who receive early intervention reap developmental benefits, but little is known about characteristics of early intervention placements in the community that optimize individual growth. The extent to which children hear and use language, in particular, may contribute significantly to developmental outcomes. We analyzed natural language production and exposure to language in preschoolers on the autism spectrum across three classroom compositions: autism only, mixed disability, and inclusion. Autistic children in inclusion classrooms produced more speech, received significantly more verbal input from their peers, and were exposed to a similar amount of teacher talk compared to children in autism only or mixed disability classrooms. These findings shed preliminary light on the linguistic environment of early intervention placements in the community, along with the characteristics of children placed in early intervention settings that may influence their language exposure from peers and teachers. Natural language sampling is a promising method for capturing language exposure in early intervention settings and providing context for understanding developmental outcomes resulting from early intervention. Lay abstract Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings.

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Emergence of verbal responses using instructive feedback: A replication and extension

Tullis

Gibbs

Priester³

et al. 2021

Behavioral Interventions

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Few studies have investigated the potential of instructive feedback (IF) procedures to result in the emergence of novel-related verbal responses. Furthermore, few studies have directly assessed the role self-echoic behavior may have in IF procedures. The current replication and extension evaluated the effects of IF procedures during unmastered primary target trials on the emergence of novel verbal responses. All learners acquired primary, secondary, and related, but unpresented, verbal responses, and maintained responding for 2 months. These results extend the IF literature by providing evidence that IF may facilitate the emergence of novel verbal responses during skill acquisition.

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Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom

Cited by 14 publications

References 28 publications

Modifying a naturalistic language intervention for use in an elementary school classroom

Modifying a naturalistic language intervention for use in an elementary school classroom

Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms

Emergence of verbal responses using instructive feedback: A replication and extension

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