The effectiveness of operant language training with autistic children

1981 ◽  
Vol 11 (1) ◽  
pp. 89-105 ◽  
Author(s):  
Patricia A. Howlin
Keyword(s):  
Language Training ◽  
Autistic Children

A Language Training Program for Nonverbal Autistic Children

1974 ◽  
Vol 39 (2) ◽  
pp. 186-193 ◽  
Author(s):  
Linda P. McLean ◽  
James E. McLean
Keyword(s):  
Training Program ◽  
Language Training ◽  
Autistic Children

This paper describes a nonspeech language training program for nonverbal autistic children. The two children who completed the program were able to respond differentially to a limited number of social transactions by placing the appropriate plywood word symbols to describe the events on a slant tray. Interexperimenter and intersetting generalization were demonstrated, as was retention of the trained responses.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Review of Effective teaching methods for autistic children.

1975 ◽  
Vol 20 (3) ◽  
pp. 258-258
Author(s):  
JEANNE H. BLOCK
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Autistic Children

The Long, Hard Struggle: Effective Help for Autistic Children

1990 ◽  
Vol 35 (1) ◽  
pp. 21-22
Author(s):  
Lee M. Marcus
Keyword(s):  
Autistic Children

Best Practice for Teaching Autistic Children

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (8) ◽  
Author(s):  
Fawzy Ebrahim
Keyword(s):  
Best Practice ◽  
Autistic Children
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