When “Simon Says” Doesn’t Work: Alternatives to Imitation for Facilitating Early Speech Development

DeThorne, Laura S.; Johnson, Cynthia J.; Walder, Louise; Mahurin-Smith, Jamie

doi:10.1044/1058-0360(2008/07-0090)

Cited by 49 publications

(26 citation statements)

References 106 publications

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“…Such strategies include reinforcement of speech sounds and communicative acts, imitation of the sounds the child makes, and exaggerated imitation and slowed tempo. 362 The literature offers the most support for approaches with preverbal children with ASD in which adult prompts are used for communication, prompt fading, and reinforcement of their own attempts at communication. A significant minority (up to 30%) of individuals with ASD ultimately do not acquire verbal speech.…”

Section: Speech and Language Interventionsmentioning

confidence: 99%

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

2020

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Autism spectrum disorder (ASD) is a common neurodevelopmental disorder with reported prevalence in the United States of 1 in 59 children (approximately 1.7%). Core deficits are identified in 2 domains: social communication/interaction and restrictive, repetitive patterns of behavior. Children and youth with ASD have service needs in behavioral, educational, health, leisure, family support, and other areas. Standardized screening for ASD at 18 and 24 months of age with ongoing developmental surveillance continues to be recommended in primary care (although it may be performed in other settings), because ASD is common, can be diagnosed as young as 18 months of age, and has evidenced-based interventions that may improve function. More accurate and culturally sensitive screening approaches are needed. Primary care providers should be familiar with the diagnostic criteria for ASD, appropriate etiologic evaluation, and co-occurring medical and behavioral conditions (such as disorders of sleep and feeding, gastrointestinal tract symptoms, obesity, seizures, attention-deficit/hyperactivity disorder, anxiety, and wandering) that affect the child' s function and quality of life. There is an increasing evidence base to support behavioral and other interventions to address specific skills and symptoms. Shared decision making calls for collaboration with families in evaluation and choice of interventions. This single clinical report updates the 2007 American Academy of Pediatrics clinical reports on the evaluation and treatment of ASD in one publication with an online table of contents and section view available through the American Academy of Pediatrics Gateway to help the reader identify topic areas within the report.

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Section: Speech and Language Interventionsmentioning

confidence: 99%

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

2020

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“…As noted earlier, for NH listeners, long-term music listening experience alters the temporal and spectral relationships between sound stimuli and the resulting patterns of synchronous activation in auditory centers in the brain stem. 114 Based upon these findings with NH listeners, a growing number of clinicians, professional Web sites, and advocacy groups 102,115,116 have recommended the implementation of music-based training for children with communication disorders in early childhood, a time of optimal neural plasticity.…”

Section: Music Training Programs For Childrenmentioning

confidence: 99%

Music Appreciation and Training for Cochlear Implant Recipients: A Review

Looi¹,

2012

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In recent years, there has been increasing interest in music perception of cochlear implant (CI) recipients, and a growing body of research conducted in this area. The majority of these studies have examined perceptual accuracy for pitch, rhythm, and timbre. Another important, but less commonly studied aspect of music listening is appreciation, or appraisal. Despite the ongoing research into potential technological improvements that may improve music perception for recipients, both perceptual accuracy and appreciation generally remain poor for most recipients. Whilst perceptual accuracy for music is important, appreciation and enjoyment also warrants research as it also contributes to clinical outcomes and perceived benefits. Music training is being shown to offer excellent potential for improving music perception and appreciation for recipients. Therefore, the primary topics of this review are music appreciation and training. However, a brief overview of the psychoacoustic, technical, and physiological factors associated with a recipient’s perception of music is provided, as these are important factors in understanding the listening experience for CI recipients. The purpose of this review is to summarize key papers that have investigated these issues, in order to demonstrate that i) music enjoyment and appraisal is an important and valid consideration in evaluating music outcomes for recipients, and ii) that music training can improve music listening for many recipients, and is something that can be offered to persons using current technology.

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“…One intriguing possibility is that they may even perform better when social information is minimized. There is some evidence that minimizing social pressure or social demands supports performance in ASD, for skills such as learning to imitate sounds or interpret a social situation (DeThorne, Johnson, Walder, & Mahurin-Smith, 2009;Pepperberg & Sherman, 2000, 2002Pierce, Glad, & Schreibman, 1997). Table 3.…”

Section: Resultsmentioning

confidence: 99%

Acquisition of Verb Meaning From Syntactic Distribution in Preschoolers With Autism Spectrum Disorder

Horvath

McDermott

Reilly

et al. 2018

LSHSS

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This finding replicates and extends prior work on verb learning in children with ASD by demonstrating that they can attend to a novel verb's syntactic distribution absent relevant visual or social context, and they can use this information to assign the novel verb an appropriate meaning. We discuss points for future research, including examining individual differences that may impact success and contrasting social and nonsocial word-learning tasks directly.

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When “Simon Says” Doesn’t Work: Alternatives to Imitation for Facilitating Early Speech Development

Cited by 49 publications

References 106 publications

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

Music Appreciation and Training for Cochlear Implant Recipients: A Review

Acquisition of Verb Meaning From Syntactic Distribution in Preschoolers With Autism Spectrum Disorder

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