Rehabilitation issues in autism spectrum disorders

Lang, Russell; Regester, April; Rispoli, Mandy; Pimentel, Síglia; Camargo, Höher

doi:10.3109/17518421003607597

Cited by 29 publications

(17 citation statements)

References 26 publications

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“…However, even among those who do acquire speech, some still struggle to communicate with peers, use speech for purposes other than requesting or rejecting, or initiate and maintain conversations (Krantz, Ramsland, & McClannahan, 1989). These deficits can increase the risk of problem behavior, social isolation, and academic failure (Lang, Regester, Rispoli, & Camargo, 2010). Not surprisingly, practitioners and parents often identify communication as a high treatment priority (e.g., Lang, Machalicek, Rispoli, & Regester, 2009;Pituch et al, 2011).…”

mentioning

confidence: 99%

Effects of script training on the peer‐to‐peer communication of children with autism spectrum disorder

Ledbetter-Cho

Lang

Davenport

et al. 2015

J of App Behav Analysis

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A multiple baseline design across participants was used to demonstrate the effects of a script-training procedure on the peer-to-peer communication of 3 children with autism spectrum disorder during group play with peers. Both scripted and unscripted initiations as well as responses to peers increased for all 3 participants. Stimulus generalization across novel toys, settings, and peers was observed. Novel unscripted initiations, responses, and appropriate changes in topics during peer-to-peer exchanges were analyzed by considering the cumulative frequency of these behaviors across phases of the study. Treatment gains were maintained during 4-week follow-up sessions. Results are discussed in terms of recommendations for practitioners, response variability, and potential future avenues of research.

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confidence: 99%

Effects of script training on the peer‐to‐peer communication of children with autism spectrum disorder

Ledbetter-Cho

Lang

Davenport

et al. 2015

J of App Behav Analysis

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“…Many children with neurodevelopmental disorders have limited natural speech production (Lang et al, 2010; Matson et al, 2012). These children are candidates for augmentative and alternative communication intervention (AAC).…”

Section: Introductionmentioning

confidence: 99%

“…Many children with neurodevelopmental disorders have limited natural speech production (Lang et al, 2010;Matson tapping a COLORING BOOK icon might produce the message "I would like the coloring book." The speech output provides a readily understood message, which is of benefit to listeners.…”

Section: Introductionmentioning

confidence: 99%

An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech‐generating device

Roche

Sigafoos²,

Lancioni

et al. 2014

Intl J of Devlp Neuroscience

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“…Individuals with ASD exhibit social deficits that can include difficulties initiating interaction, responding to initiations made by others, and maintaining social engagement (Koegel, Koegel, Fredeen, & Gengoux ; Volkmar, Carter, Grossman, & Klin, ). These deficits can lead to challenging behavior, academic difficulties, and withdrawal and isolation from the peer group (Camargo, Rispoli, Ganz, Hong, Davis, & Mason, ; Lang, Regester, Rispoli, & Camargo, ). Compared to the other core deficits associated with ASD, social deficits may improve less as the child ages (Anderson, Liang, & Lord, ; Bauminger, ), and improvements in social skills are often identified as top treatment concerns for children with ASD (e.g., Lang, Machalicek, Rispoli, & Regester, ; Pituch et al, ).…”

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confidence: 99%

An interest‐based intervention package to increase peer social interaction in young children with autism spectrum disorder

Watkins

O’Reilly

Kuhn

et al. 2018

J of App Behav Analysis

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The literature suggests that children with autism spectrum disorder (ASD) educated in inclusive settings generally do not interact with typically developing classmates during social activities. This study assessed whether an intervention package consisting of interest‐based structured play activities involving adult instruction, modeling, and response to child questions would result in an increase in social interaction with typically developing peers. A multiple baseline design across four participants with an embedded reversal was used to demonstrate the effects of the intervention on social interaction during structured play sessions. Initiations, responses, and interactive play increased for all participants. Generalization to novel peers was observed, and treatment gains were maintained during 6‐week follow‐up sessions. Recommendations for practitioners working with children with ASD in inclusive settings and potential areas of future research are discussed.

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Rehabilitation issues in autism spectrum disorders

Cited by 29 publications

References 26 publications

Effects of script training on the peer‐to‐peer communication of children with autism spectrum disorder

Effects of script training on the peer‐to‐peer communication of children with autism spectrum disorder

An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech‐generating device

An interest‐based intervention package to increase peer social interaction in young children with autism spectrum disorder

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