scholarly journals Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism

2013 ◽  
Vol 22 (3) ◽  
pp. 489-502 ◽  
Author(s):  
Jessica H. Franco ◽  
Barbara L. Davis ◽  
John L. Davis
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Children With Autism ◽  
Multiple Baseline ◽  
School Age Children ◽  
School Age ◽  
Intentional Communication ◽  
Baseline Design ◽  
Milieu Teaching ◽  
Prelinguistic Communication

PurposeChildren with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners.MethodSix nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants.ResultsAt study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication.ConclusionDevelopment of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

1993 ◽  
Vol 36 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Steven F. Warren ◽  
Paul J. Yoder ◽  
Gail E. Gazdag ◽  
Kyoungran Kim ◽  
Hazel A. Jones
Keyword(s):  
Communication Skills ◽  
Multiple Baseline ◽  
Single Subject ◽  
Classroom Teachers ◽  
Baseline Design ◽  
Intervention Approach ◽  
Vocal Imitation ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Stimulus Materials

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay II

1994 ◽  
Vol 37 (4) ◽  
pp. 841-851 ◽  
Author(s):  
Paul J. Yoder ◽  
Steven F. Warren ◽  
Kyoungran Kim ◽  
Gail E. Gazdag
Keyword(s):  
Communication Skills ◽  
Developmental Delays ◽  
Teaching Method ◽  
Multiple Baseline ◽  
Intentional Communication ◽  
Transactional Theory ◽  
Staff Members ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Intervention Context

Four children with mental retardation were studied in the context of a multiple baseline across subjects design. Staff members used a modified version of the milieu teaching method to facilitate intentional requesting. The results replicated the finding that a modified version of milieu teaching was effective in facilitating the use of intentional requesting by children with developmental delays in an intervention context (Warren, Yoder, Gazdag, Kim, & Jones, 1993). This study also extended the Warren et al. (1993) work by (a) documenting that increased intentional requesting generalized to sessions with the children’s mothers, (b) demonstrating that mothers who were naive to the purposes of the study were more likely to linguistically map their children’s prelinguistic communication after the intervention than before the treatment, and (c) that mothers and teachers who were naive to the purposes of the study linguistically mapped the children’s intentional communication more than the children’s preintentional communication. We discuss implications of these results for early intervention, the transactional theory of development, and the importance of the distinction between intentional versus preintentional communication.

Increasing Social Interactions of Preschool Children With Autism Through Cooperative Outdoor Play

2021 ◽  
pp. 002246692110325
Author(s):  
Sonja M. T. Ziegler ◽  
Michael J. Morrier
Keyword(s):  
Early Childhood ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Peer Modeling ◽  
Childhood Education ◽  
Children With Asd ◽  
Classroom Effects

Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-aged children with and without ASD participated in the Buddy Game, a structured, cooperative play curriculum that focused on natural peer–peer modeling and imitation. The Buddy Game used familiar songs to promote peer proximity and discrete social bids between peers during outside time. A multiple baseline design across three classrooms was used to study curriculum effects on discrete social bids of children with ASD. Results demonstrated increased social bids from children with ASD to their peers with neurotypical development (NTD) across classrooms. In one classroom, effects maintained after intervention stopped and generalized to other times of the day. Implications for integrated educational settings and early childhood curricula are discussed.

The Effectiveness of Contextually Supported Play Date Interactions between Children with Autism and Typically Developing Peers

2005 ◽  
Vol 30 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Robert L. Koegel ◽  
Grace A. Werner ◽  
Laurie A. Vismara ◽  
Lynn Kern Koegel
Keyword(s):  
Social Interactions ◽  
Children With Autism ◽  
Intervention Strategies ◽  
Multiple Baseline ◽  
Typically Developing ◽  
Motivational Strategies ◽  
Baseline Design ◽  
Reciprocal Interactions ◽  
Contextual Support

Difficulties with social interaction are characteristic of autism. This study presents data illustrating the use of motivational strategies in play dates to improve the quality of social interactions between children with autism and their typically developing peers. Specifically, a multiple baseline design across participants shows how a contextual support package implemented during play dates can promote reciprocal interactions and improve affect. These results support the use of intervention strategies that target the pivotal area of motivation and provide evidence for using play dates as a context for intervention. The findings are discussed in terms of promoting quality interactions and encouraging friendship development.

Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population

Autism ◽  
2021 ◽  
pp. 136236132098772
Author(s):  
Patricia Esteban-Figuerola ◽  
Paula Morales-Hidalgo ◽  
Victoria Arija-Val ◽  
Josefa Canals-Sans
Keyword(s):  
Autism Spectrum Disorder ◽  
Cardiovascular Risk ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
School Age ◽  
Typical Development ◽  
Height Ratio ◽  
Waist Height Ratio

Overweight and obesity have been reported to be more prevalent in populations with autism spectrum disorder than in children with typical development. The aim of this study was to compare the anthropometric status of children with autism spectrum disorder (diagnosed and subclinical) and children with typical development and analyse which variables can affect the anthropometric and health status of children with autism spectrum disorder. We present a two-phase epidemiological study in a school population of two age groups which assesses autism spectrum disorder diagnosis, anthropometric data and bioelectrical impedance analysis. From an initial sample of 3,713 children, 79 with autism spectrum disorder, 42 with subclinical autism spectrum disorder and 350 with typical development participated in the study. Pre-schoolers with autism spectrum disorder were taller than pre-schoolers with typical development. School-age children with autism spectrum disorder showed a significantly higher body mass index and rate of overweight/obesity than children with typical development (63.4% vs 46.3%). No significant differences were found for bioelectrical impedance analysis, but school-age children with autism spectrum disorder showed a significantly higher waist circumference, waist/height ratio and cardiovascular risk than children with typical development. The quality of the diet was lower in children with autism spectrum disorder than in children with typical development. Multiple regression analyses showed that having autism spectrum disorder and internalizing psychological problems were associated with waist/height ratio and high cardiovascular risk in school-age children. Lay abstract This study makes a comparison between the growth status of pre-school and school-age children with autism spectrum disorder and typical development children. Pre-schoolers with autism spectrum disorder were taller than children with typical development. School-age children with autism spectrum disorder were more overweight/obese, had more body fat and a greater waist circumference and waist/height ratio than children with typical development. The presence of autism spectrum disorder and internalizing problems was associated with cardiovascular risk in school-age children.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

scholarly journals A combined prosodic and linguistic treatment approach for language-communication skills in children with autism spectrum disorders: A proof-of-concept study

2016 ◽  
Vol 6 (1) ◽  
pp. 8
Author(s):  
Silva Kuschke ◽  
Bart Vinck ◽  
Salomé Geertsema
Keyword(s):  
Social Interaction ◽  
Statistical Significance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Listening Skills ◽  
Language Therapy ◽  
Baseline Design ◽  
Traditional Language ◽  
Pragmatic Skills ◽  
Pre Treatment

<p>This study aimed to determine whether the use of prosodically varied speech within a traditional language therapy framework had any effect on the listening skills, pragmatic skills and social interaction behaviour of three children with autism spectrum disorder (ASD). A single participant multiple baseline design across behaviours was implemented. Three participants with ASD were selected for this research. The listening skills, pragmatic skills and social interaction behaviour of the participants were compared before treatment, after a 3-week <br />period of treatment and after a 2-week withdrawal period from treatment, utilising prosodically varied speech within a traditional language therapy approach. Statistical significance was not calculated for each individual due to the limited data, but visual inspection indicated that all the participants showed positive behavioural changes in performance across all areas after 3 weeks of treatment, independent of their pre-treatment performance level. The use of <br />prosodically varied speech within a traditional language therapy framework appears to be a viable form of treatment for children with ASD.</p>

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

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