Construction of a Therapy program targeting Expressive language in non verbal autistic children

QJM ◽  
2021 ◽  
Vol 114 (Supplement_1) ◽  
Author(s):  
Safaa R EL-Sady ◽  
Mariam S Shadi ◽  
Marwa G Rezk
Keyword(s):  
Expressive Language ◽  
Treatment Strategies ◽  
Spoken Language ◽  
Single Subject ◽  
Single Subject Design ◽  
Autistic Children ◽  
Language Therapy ◽  
Childhood Apraxia Of Speech ◽  
Therapy Program ◽  
Conversational Language

Abstract Background Some autistic children remain non verbal even after receiving multiple interventions. There is no obvious cause can explain failure of those autistic children who have adequate cognitive ability and communicative intent to acquire spoken language, except childhood apraxia of speech (CAS) that is treated differently than autism. Little is written about specific therapy programs that apply CAS treatment strategies to promote speech production for non verbal autistic children. Purpose The aim of this work is to detect the effectiveness of a therapy program targeting expressive language for non verbal autistic children by applying CAS treatment strategies. Methods pre – post single subject design in which each child acts as his or her own control. All the twenty children included in the study had been received previous language therapy at least for 6 months before the starting of the study with no improvement in verbal output. Results Of the twenty children enrolled in this study, eighteen children developed spoken language at least multiple single words used both during therapy session and at home. Conclusion a structured conversational language therapy program that apply CAS treatment strategies can help non verbal autistic children to acquire expressive language.

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

scholarly journals Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice

2021 ◽  
Author(s):  
Helen Marwick ◽  
Karena Jarvie ◽  
Hilary Cowie ◽  
Lorna Johnston ◽  
Nicola Hammond-Evans ◽  
...  
Keyword(s):  
Professional Practice ◽  
Repeated Measures ◽  
Pretend Play ◽  
Developmental Outcomes ◽  
Symbolic Play ◽  
Single Subject ◽  
Single Subject Design ◽  
Autistic Children ◽  
Subject Design ◽  
Regular Practice

AbstractA repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5–8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from + 8 to + 30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children.

scholarly journals PENERAPAN MILIEU TEACHING DALAM MENINGKATKAN KEMAMPUAN BAHASA EKSPRESIF PADA ANAK YANG MENGALAMI KETERLAMBATAN BAHASA

2017 ◽  
Vol 6 (2) ◽  
pp. 344
Author(s):  
Danella Merdiasi ◽  
Sri Tiatri ◽  
Fransisca I.R. Dewi
Keyword(s):  
Data Analysis ◽  
Research Design ◽  
Expressive Language ◽  
Single Subject ◽  
Observation Data ◽  
Language Delays ◽  
Single Subject Design ◽  
Analysis Techniques ◽  
Milieu Teaching ◽  
Language Interventions

This study aims to determine the implementation of milieu teaching in improving the ability of expressive language in children who experience language delays. One of the early language interventions used was milieu teaching. Milieu teaching is a naturalistic intervention approach that uses conversational-based strategies to improve language and communication skills in children. Participants in this study amounted to 1 child of a 4-year-old male who experienced language delays and is currently studying in Kindergarten. This research is an experimental research with research design that is single subject design. In this research design, there will be three sessions, namely baseline 1, intervention phase, and baseline 2 stages in order to find out whether or not there is an increase in each session. Data analysis techniques used are visual data analysis techniques based on the results of observation data. Based on the calculation, it is known that there is an improvement of expressive language in children who experience language delay through the application of milieu teaching.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

PENGARUH ASERTIVE TRAINING TERHADAP PENINGKATAN MOTIVASI BELAJAR ANAK YANG BERPERILAKU MALADAPTIF DI KELURAHAN TAMANSARI KECAMATAN BANDUNG WETAN KOTA BANDUNG

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Winda Januarti
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Assertive Training

Tujuan penelitian untuk memperoleh gambaran secara empiris, sehingga mampu melakukan analisis tentang Asertive Training terhadap peningkatan motivasi belajar anak yang berperilaku maladaptif di Kelurahan Tamansari Kecamatan Bandung Wetan Kota Bandung. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui rancangan subyek tunggal (single subject design) dan menggunakan model multiple baseline cross subjects untuk mengukur target perilaku. Subyek dalam penelitian ini adalah subyek satu yakni AM; subyek dua yakni JR; dan subyek tiga yakni NJ. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa Asertive Training berpengaruh terhadap peningkatan motivasi belajar anak berperilaku maladaptif. Tingkatan pengaruh pada masing-masing subyek bervariasi dengan subyek AM dengan skor tertinggi yakni aspek komitmen, subyek JR dengan skor tertinggi yakni aspek komitmen beajar dan inisiatif belajar, subyek NJ dengan skor tertinggi yakni aspek inisiatif dan optimis belajar. Secara keseluruhan JR merupakan subyek yang memiliki tingkat pengaruh tertinggi dari intervensi Asertive Traning terhadap motivasi belajar, diantara kedua subyek yang lain. Hal ini tidak terlepas dari faktor-faktor pendukung subyek. Melalui intervensi Asertive Training, anak mampu mengelola emosi, perasaan dan tingkah laku yang berkaitan dengan pendidikan. Kata Kunci: Anak, Motivasi Belajar, Assertive Training, Perilaku Maladaptif

PENERAPAN PARENT-CHILD INTERACTION THERAPY TERHADAP PENINGKATAN KELEKATAN ANAK DENGAN IBU ASUH DI SOS CHILDREN’S VILLAGE JAKARTA

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
R. Dika Permatadiraja
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Subject Design ◽  
Parent Child Interaction ◽  
Parent Child

Abstrak Tujuan penelitian untuk memperoleh gambaran secara empiris, sehingga mampu melakukan analisis tentang Parent-Child Interaction Therapy (PCIT) terhadap peningkatan kelekatan anak dan ibu asuh di SOS Children’s Village Jakarta. Tahapan yang dilakukan melalui dua fase yakni Child-Directed Interaction (CDI) serta Parent-Directed Interaction (PDI).Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui rancangan subjek tunggal (single subject design) dan menggunakan model multiple baseline cross subjects untuk mengukur target perilaku. Subjek dalam penelitian ini adalah keluarga satu yakni PH dan ibu SU; keluarga dua yakni NM dan ibu MA; dan keluarga tiga yakni NA dan ibu AR. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan studi dokumentasi.Hasil penelitian menunjukkan bahwa PCIT berpengaruh terhadap peningkatan kelekatan anak dan ibu asuh. Tingkatan pengaruh pada masing-masing subjek bervariasi dengan subjek PH dan ibu SU memiliki pengaruh tertinggi pada aspek kehangatan, subjek NM dan ibu MA memiliki pengaruh tertinggi pada aspek kehangatan dan ketanggapan; serta NA dan ibu AR memiliki pengaruh tertinggi pada aspek rasa aman. Secara keseluruhan NM dan ibu MA merupakan subjek yang memiliki tingkat pengaruh tertinggi dari intervensi PCIT terhadap kelekatan, diantara kedua subjek yang lain. Hal ini tidak terlepas dari faktor-faktor pendukung subjek. Hasil dari peningkatan kelekatan berdampak pada gaya pengasuhan yang penuh dengan kehangatan serta membentuk pola kelekatan ibu asuh terhadap anak yang selalu mendampingi, sensitif, responsif, penuh cinta dan kasih sayang.Kata kunci: anak, kelekatan, Parent-Child Interaction Therapy, pengasuhan keluarga pengganti

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