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Trayvick J, Barkley SB, McGowan A, Srivastava A, Peters AW, Cecchi GA, Foss-Feig JH, Corcoran CM. Speech and language patterns in autism: Towards natural language processing as a research and clinical tool. Psychiatry Res 2024; 340:116109. [PMID: 39106814 DOI: 10.1016/j.psychres.2024.116109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2024] [Revised: 07/22/2024] [Accepted: 07/26/2024] [Indexed: 08/09/2024]
Abstract
Speech and language differences have long been described as important characteristics of autism spectrum disorder (ASD). Linguistic abnormalities range from prosodic differences in pitch, intensity, and rate of speech, to language idiosyncrasies and difficulties with pragmatics and reciprocal conversation. Heterogeneity of findings and a reliance on qualitative, subjective ratings, however, limit a full understanding of linguistic phenotypes in autism. This review summarizes evidence of both speech and language differences in ASD. We also describe recent advances in linguistic research, aided by automated methods and software like natural language processing (NLP) and speech analytic software. Such approaches allow for objective, quantitative measurement of speech and language patterns that may be more tractable and unbiased. Future research integrating both speech and language features and capturing "natural language" samples may yield a more comprehensive understanding of language differences in autism, offering potential implications for diagnosis, intervention, and research.
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Affiliation(s)
- Jadyn Trayvick
- Seaver Autism Center for Research and Treatment, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA; Department of Psychology, Stony Brook University, Stony Brook, NY 11794, USA
| | - Sarah B Barkley
- Seaver Autism Center for Research and Treatment, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA; Department of Psychology, Stony Brook University, Stony Brook, NY 11794, USA
| | - Alessia McGowan
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA
| | - Agrima Srivastava
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA
| | - Arabella W Peters
- Seaver Autism Center for Research and Treatment, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA
| | - Guillermo A Cecchi
- Computational Biology Center-Neuroscience, IBM T.J. Watson Research Center, 1101 Kitchawan Road, Yorktown Heights, NY 10598, USA
| | - Jennifer H Foss-Feig
- Seaver Autism Center for Research and Treatment, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA; Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA; Mindich Child Health and Development Institute, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA
| | - Cheryl M Corcoran
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Place, Box 1230, New York, NY 10029, USA; James J. Peters Veterans Administration, 130 W Kingsbridge Rd, Bronx, NY 10468, USA.
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Wang L, Li S, Wang C. Using Pivotal Response Treatment to Improve Language Functions of Autistic Children in Special Schools: A Randomized Controlled Trial. J Autism Dev Disord 2024; 54:2081-2093. [PMID: 37101061 PMCID: PMC10132802 DOI: 10.1007/s10803-023-05988-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/06/2023] [Indexed: 04/28/2023]
Abstract
Language difficulties exert profound negative effects on the cognitive and social development of autistic children. Pivotal Response Treatment (PRT) is a promising intervention for improving social communication in autistic children, but there is a lack of a comprehensive examination of language functions. This study aimed to investigate the effectiveness of PRT in promoting the primary language functions (requesting, labeling, repeating, responding) defined by (Skinner, B. F. (1957). Verbal behavior. Martino Publishing.) theory of verbal behavior in autistic children. Thirty autistic children were randomly divided into the PRT group (Mage = 6.20, SDage = 1.21) and control group (Mage = 6.07, SDage = 1.49). The PRT group were provided with an 8-week training of the PRT motivation component in addition to treatment as usual (TAU) in their schools, whereas the control group only received TAU. Parents of the PRT group were also trained to practice the PRT motivation procedures at home. The PRT group demonstrated greater improvements in all four measured language functions compared to the control group. The improvement in language functions in the PRT group was generalized and maintained at the follow-up assessment. In addition, the PRT intervention enhanced untargeted social and communicative functioning, cognition, motor skills, imitation, and adaptive behaviors in the autistic children. In conclusion, language intervention using the motivation component of PRT is effective in promoting language functions as well as widespread untargeted cognitive and social functions in autistic children.
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Affiliation(s)
- Leilei Wang
- Department of Social Psychology, Zhou Enlai School of Government, Nankai University, 38 Tongyan Road, Tianjin, China
- Autism Research Center, Nankai University, Tianjin, China
| | - Shuting Li
- Melbourne School of Psychological Sciences, University of Melbourne, Parkville, VIC, 3010, Australia
| | - Chongying Wang
- Department of Social Psychology, Zhou Enlai School of Government, Nankai University, 38 Tongyan Road, Tianjin, China.
- Autism Research Center, Nankai University, Tianjin, China.
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Ouyang Y, Feng J, Wang T, Xue Y, Mohamed ZA, Jia F. Comparison of the efficacy of parent-mediated NDBIs on developmental skills in children with ASD and fidelity in parents: a systematic review and network meta-analysis. BMC Pediatr 2024; 24:270. [PMID: 38664754 PMCID: PMC11044316 DOI: 10.1186/s12887-024-04752-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 04/10/2024] [Indexed: 04/29/2024] Open
Abstract
BACKGROUND Recently, studies on behavioral interventions for autism have gained popularity. Naturalistic Developmental Behavior Interventions (NDBIs) are among the most effective, evidence-based, and widely used behavior interventions for autism. However, no research has been conducted on which of the several NDBI methods is most effective for parents and children with autism spectrum disorders. Therefore, we conducted a network meta-analysis to compare the specific effects of each type of parental-mediated NDBI on children's developmental skills and parent fidelity. METHODS PubMed, Embase, Cochrane Library, Medline, Web of Science, China National Knowledge Infrastructure (CNKI), CINAHL, and Wanfang databases were searched from inception to August 30, 2023. A total of 32 randomized controlled trial studies that examined the efficacy of different NDBIs were included. RESULTS Parents of children with ASD who received Pivotal Response Treatment (PRT) reported significant improvements in their children's social skills (SUCRA, 74.1%), language skills (SUCRA, 88.3%), and parenting fidelity (SUCRA, 99.5%). Moreover, parents who received Early Start Denver Model (ESDM) reported significant improvements in their children's language (SMD = 0.41, 95% CI: 0.04, 0.79) and motor skills (SMD = 0.44, 95% CI: 0.09, 0.79). In terms of the efficacy of improving parent fidelity, the results showed that the Improving Parents as Communication Teachers (ImPACT) intervention significantly improved parent fidelity when compared with the treatment-as-usual group (TAU) (SMD = 0.90, 95% CI: 0.39, 1.42) and the parental education intervention (PEI) (SMD = 1.10, 95% CI:0.28, 1.91).There was a difference in parent fidelity among parents who received PRT(SMD = 3.53, 95% CI: 2.26, 4.79) or ESDM(SMD = 1.42, 95% CI: 0.76, 2.09) training compared with PEI. CONCLUSION In conclusion, this study revealed that parents can achieve high fidelity with the ImPACT intervention, and it can serve as an early first step for children newly diagnosed with ASD. It also showed that parent-mediated ESDM is effective in improving language and motor skills for children with ASD and can be used as part of the second stage of parent training. Parent-mediated PRT can also be used as a third stage of parent training with sufficient training intensity to further improve language, social, and motor skills.
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Affiliation(s)
- Yuling Ouyang
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
- School of Nursing, Jilin University, Changchun, 130021, China
| | - Junyan Feng
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Tiantian Wang
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Yang Xue
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Zakaria Ahmed Mohamed
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China
| | - Feiyong Jia
- Department of Developmental and Behavioral Pediatrics, the First Hospital of Jilin University, Changchun, 130021, China.
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Yoder PJ, Stone WL, Edmunds SR. Parent utilization of ImPACT intervention strategies is a mediator of proximal then distal social communication outcomes in younger siblings of children with ASD. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:44-57. [PMID: 32811160 PMCID: PMC7854804 DOI: 10.1177/1362361320946883] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
LAY ABSTRACT Later born siblings of children with autism spectrum disorders (ASD) are at elevated risk for language delay or ASD. One way to manage this risk may be for parents to use techniques taught in Improving Parents as Communication Teachers (ImPACT) with the younger siblings during the period in which language delay and ASD may be too subtle to be diagnosed. ImPACT targets children's play, imitation, and communication skills. Improvement in these skills may reduce the severity of language delays and social communication deficits associated with ASD. In this study, 97 younger siblings of children with ASD and their primary parents were randomly assigned to ImPACT or a control group. We measured whether parents used ImPACT teaching strategies and whether children used the skills that ImPACT targets. We also measured children's later language ability and social communication skills. The results confirmed our predictions that parents' use of ImPACT strategies improves language ability by improving children's motor imitation and communication skills. Use of ImPACT also had a positive effect on children's language delay and ASD symptoms, supporting the clinical value of the findings. The study's methodological strengths make this one of the most rigorous tests of ImPACT and supports one way to manage the risk of language delay and ASD in younger siblings of children with ASD.
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Yoder PJ, Stone WL, Edmunds SR. For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 25:58-69. [PMID: 32811171 DOI: 10.1177/1362361320943373] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
LAY ABSTRACT In this second of two primary papers, we examined two pre-intervention characteristics that might describe for whom a parent-implemented intervention, "Improving Parents As Communication Teachers," worked. Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We predicted that a combined risk score (incorporating young siblings' sex, multiplex status, and behavioral risk) would describe the subgroup for whom Improving Parents As Communication Teachers affected the targeted skills related to reducing communication challenges. We also predicted that pre-intervention level of parents' depressive symptoms would describe the parents whose parenting stress and effectiveness as parents would be improved by learning to use Improving Parents As Communication Teachers. In girls with only one older sibling with autism spectrum disorder and who scored at low risk on an autism spectrum disorder screen, parental receipt of Improving Parents As Communication Teachers training had an indirect effect on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. We did not confirm our prediction regarding Improving Parents As Communication Teachers' effect on parenting-related stress or sense of parenting effectiveness.
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Affiliation(s)
| | | | - Sarah R Edmunds
- Harvard Medical School, USA.,Boston Children's Hospital, USA
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Koegel RL, Koegel LK, Carter CM. Pivotal Teaching Interactions for Children with Autism. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1999.12085986] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Murphy C, Lyons K, Kelly M, Barnes-Holmes Y, Barnes-Holmes D. Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder. Behav Anal Pract 2019; 12:52-65. [PMID: 30918770 PMCID: PMC6411535 DOI: 10.1007/s40617-018-00302-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Abstract
The research used an alternating-treatments design to compare relational responding for five children with diagnosed autism spectrum disorder (ASD) in two teaching conditions. Both conditions used applied behavior analysis; one was usual tabletop teaching (TT), and one was an interactive computerized teaching program, the Teacher-Implicit Relational Assessment Programme (T-IRAP; Kilroe, Murphy, Barnes-Holmes, & Barnes-Holmes, Behavioral Development Bulletin, 19(2), 60-80, 2014). Relational skills targeted were coordination (same/different), with nonarbitrary and arbitrary stimuli. Participants' relational learning outcomes were compared in terms of speed of responding and accuracy (percentage correct) in T-IRAP and TT conditions. Results showed significantly increased speed for all five participants during T-IRAP teaching across all procedures; however, accuracy was only marginally increased during T-IRAP. Pre- and posttraining comparison of participant scores on the Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, 2007), and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 1990) was conducted. An improvement in raw scores on both measures was evident for one participant who learned complex arbitrary relations; no changes were shown for participants who learned only basic nonarbitrary relations.
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Affiliation(s)
- Carol Murphy
- Department of Psychology, National University of Ireland, JH Building, Maynooth, Co. Kildare, Ireland
| | - Keith Lyons
- Department of Psychology, National University of Ireland, JH Building, Maynooth, Co. Kildare, Ireland
| | - Michelle Kelly
- Department of Psychology, National University of Ireland, JH Building, Maynooth, Co. Kildare, Ireland
| | - Yvonne Barnes-Holmes
- Department of Experimental Clinical and Health Psychology, University of Ghent, Ghent, Belgium
| | - Dermot Barnes-Holmes
- Department of Experimental Clinical and Health Psychology, University of Ghent, Ghent, Belgium
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Pujol CN, Pellissier LP, Clément C, Becker JAJ, Le Merrer J. Back-translating behavioral intervention for autism spectrum disorders to mice with blunted reward restores social abilities. Transl Psychiatry 2018; 8:197. [PMID: 30242222 PMCID: PMC6155047 DOI: 10.1038/s41398-018-0247-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2018] [Revised: 07/31/2018] [Accepted: 08/05/2018] [Indexed: 12/12/2022] Open
Abstract
The mu opioid receptor (MOR) plays a critical role in modulating social behavior in humans and animals. Accordingly, MOR null mice display severe alterations in their social repertoire as well as multiple other behavioral deficits, recapitulating core and secondary symptoms of autism spectrum disorder (ASD). Such behavioral profile suggests that MOR dysfunction, and beyond this, altered reward processes may contribute to ASD etiopathology. Interestingly, the only treatments that proved efficacy in relieving core symptoms of ASD, early behavioral intervention programs, rely principally on positive reinforcement to ameliorate behavior. The neurobiological underpinnings of their beneficial effects, however, remain poorly understood. Here we back-translated applied behavior analysis (ABA)-based behavioral interventions to mice lacking the MOR (Oprm1-/-), as a model of autism with blunted reward processing. By associating a positive reinforcement, palatable food reward, to daily encounter with a wild-type congener, we were able to rescue durably social interaction and preference in Oprm1-/- mice. Along with behavioral improvements, the expression of marker genes of neuronal activity and plasticity as well as genes of the oxytocin/vasopressin system were remarkably normalized in the reward/social circuitry. Our study provides further evidence for a critical involvement of reward processes in driving social behavior and opens new perspectives regarding therapeutic intervention in ASD.
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Affiliation(s)
- Camille N. Pujol
- 0000 0001 2157 9291grid.11843.3fMédecine Translationelle et Neurogénétique, Institut de Génétique et de Biologie Moléculaire et Cellulaire, Inserm U-964, CNRS UMR-7104, Université de Strasbourg, Illkirch, France ,0000 0004 0383 2080grid.461890.2Present Address: Département de Neurosciences, Institut de Génomique fonctionnelle, Inserm U-661, CNRS UMR 5203, 34094 Montpellier, France
| | - Lucie P. Pellissier
- 0000 0001 2182 6141grid.12366.30Physiologie de la Reproduction et des Comportements, INRA UMR-0085, CNRS UMR-7247, IFCE, Université de Tours, Inserm, Nouzilly, France ,0000 0004 0383 2080grid.461890.2Present Address: Département de Neurosciences, Institut de Génomique fonctionnelle, Inserm U-661, CNRS UMR 5203, 34094 Montpellier, France
| | - Céline Clément
- 0000 0001 2157 9291grid.11843.3fLaboratoire Interuniversitaire en Sciences de l’Education et de la Communication, EA 2310, Université de Strasbourg, Strasbourg, France
| | - Jérôme A. J. Becker
- 0000 0001 2157 9291grid.11843.3fMédecine Translationelle et Neurogénétique, Institut de Génétique et de Biologie Moléculaire et Cellulaire, Inserm U-964, CNRS UMR-7104, Université de Strasbourg, Illkirch, France ,0000 0001 2182 6141grid.12366.30Physiologie de la Reproduction et des Comportements, INRA UMR-0085, CNRS UMR-7247, IFCE, Université de Tours, Inserm, Nouzilly, France ,0000 0004 0383 2080grid.461890.2Present Address: Département de Neurosciences, Institut de Génomique fonctionnelle, Inserm U-661, CNRS UMR 5203, 34094 Montpellier, France
| | - Julie Le Merrer
- Médecine Translationelle et Neurogénétique, Institut de Génétique et de Biologie Moléculaire et Cellulaire, Inserm U-964, CNRS UMR-7104, Université de Strasbourg, Illkirch, France. .,Physiologie de la Reproduction et des Comportements, INRA UMR-0085, CNRS UMR-7247, IFCE, Université de Tours, Inserm, Nouzilly, France.
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Brief Report: Reduced Restricted and Repetitive Behaviors after Pivotal Response Treatment. J Autism Dev Disord 2017; 46:2813-2820. [PMID: 27230762 DOI: 10.1007/s10803-016-2813-6] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Children with ASD show high frequency of restricted and repetitive behaviors (RRBs); however, higher-order RRBs, such as restricted interests, have remained largely resistant to treatment. This study evaluated change in severity of RRBs following a 16-weeks open trial of Pivotal Response Treatment (PRT). Participants included 15 children with ASD ages 4-7 years. RRBs, as measured by the repetitive behavioral scales-revised (RBS-R) and aberrant behaviors checklist, decreased significantly after treatment. These reductions remained significant after controlling for change in social communication skills. PRT shows promise in reducing RRBs; although PRT explicitly addresses pivotal social communication skills, there is a secondary and less direct effect on RRBs.
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Connolly SC, Millians M, Peterman R, Shillingsburg MA. The Clinical Application of Applied Behavior Analysis in a Child With Partial Fetal Alcohol Syndrome. Clin Case Stud 2016. [DOI: 10.1177/1534650116632298] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The current case study describes the longitudinal assessment of a young child diagnosed with Partial Fetal Alcohol Syndrome and pervasive developmental disorder–not otherwise specified. The patient participated in an applied behavior analysis (ABA)–based Verbal Behavior treatment program to target communication impairments and functional skill deficits. Because ABA-based interventions have demonstrated efficacy in improving levels of functioning across various developmental disabilities, it was reasonable to assess the clinical utility of these same strategies when applied to a patient presenting with fetal alcohol spectrum disorder and associated developmental delays. The current study relied on quasi-experimental single-subject design methods to measure treatment outcomes and to inform clinical decision making. Dependent measures in the study included standardized, norm-referenced assessments of cognitive and adaptive functioning, as well as behavioral data collected throughout treatment to measure gains across skill areas. Outcomes included rapid skill acquisition across several areas of functioning (e.g., expressive and receptive language, visual-performance, and adaptive emotional/behavioral functioning). The impact of treatment on global areas of functioning will be reported.
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Affiliation(s)
- Sarah C. Connolly
- Marcus Autism Center, Atlanta, GA, USA
- Emory University School of Medicine, Atlanta, GA, USA
| | | | | | - M. Alice Shillingsburg
- Marcus Autism Center, Atlanta, GA, USA
- Emory University School of Medicine, Atlanta, GA, USA
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THE EFFECTS OF BEHAVIOR SKILLS TRAINING ON CORRECT TEACHER IMPLEMENTATION OF NATURAL LANGUAGE PARADIGM TEACHING SKILLS AND CHILD BEHAVIOR. BEHAVIORAL INTERVENTIONS 2012. [DOI: 10.1002/bin.1334] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills. J Autism Dev Disord 2011; 42:1-12. [DOI: 10.1007/s10803-011-1209-x] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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13
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Seiverling L, Pantelides M, Ruiz HH, Sturmey P. The effect of behavioral skills training with general-case training on staff chaining of child vocalizations within natural language paradigm. BEHAVIORAL INTERVENTIONS 2009. [DOI: 10.1002/bin.293] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Leblanc LA, Geiger KB, Sautter RA, Sidener TM. Using the Natural Language Paradigm (NLP) to increase vocalizations of older adults with cognitive impairments. RESEARCH IN DEVELOPMENTAL DISABILITIES 2007; 28:437-44. [PMID: 16889934 DOI: 10.1016/j.ridd.2006.06.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2006] [Revised: 05/17/2006] [Accepted: 06/30/2006] [Indexed: 05/11/2023]
Abstract
The Natural Language Paradigm (NLP) has proven effective in increasing spontaneous verbalizations for children with autism. This study investigated the use of NLP with older adults with cognitive impairments served at a leisure-based adult day program for seniors. Three individuals with limited spontaneous use of functional language participated in a multiple baseline design across participants. Data were collected on appropriate and inappropriate vocalizations with appropriate vocalizations coded as prompted or unprompted during baseline and treatment sessions. All participants experienced increases in appropriate speech during NLP with variable response patterns. Additionally, the two participants with substantial inappropriate vocalizations showed decreases in inappropriate speech. Implications for intervention in day programs are discussed.
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Affiliation(s)
- Linda A Leblanc
- Department of Psychology, Western Michigan University, 1903 W. Michigan Ave., Kalamazoo, MI 49008, USA.
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Haines J, Camarata S. Examination of candidate genes in language disorder: A model of genetic association for treatment studies. ACTA ACUST UNITED AC 2004; 10:208-17. [PMID: 15611983 DOI: 10.1002/mrdd.20035] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The purpose of this review is to provide a model for studying genetic association of response to intervention in child language disorders. In addition to a theoretical overview and review of different approaches to studying candidate genes, a specific methodology for completing this type of analysis is presented. The goal of the analysis is to provide detail beyond simple broad phenotyping for affected and nonaffected individuals and to take advantage of data yielded from concise behavioral phenotyping often available in treatment studies.
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Affiliation(s)
- Jonathan Haines
- Kennedy Center Vanderbilt University School of Medicine, Nashville, Tennessee 37232, USA.
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Prelock PA, Beatson J, Bitner B, Broder C, Ducker A. Interdisciplinary Assessment of Young Children With Autism Spectrum Disorder. Lang Speech Hear Serv Sch 2003; 34:194-202. [DOI: 10.1044/0161-1461(2003/016)] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2002] [Accepted: 03/24/2003] [Indexed: 11/09/2022] Open
Abstract
This paper describes an interdisciplinary model for the assessment of children with autism spectrum disorder (ASD) that includes families as active participants and collaborators in the process. Family-centered care, cultural competence, and a strengths perspective provide the theoretical foundation for the assessment model. Steps in the assessment process include assignment of an assessment coordinator, intake, preassessment planning, community-based assessment, postassessment planning, report writing, community follow-up, and resource notebook development. Preliminary research examining the effectiveness of the assessment model reveals the positive impact of family-centered, culturally competent, and strengths-based service provision (Beatson & Prelock, 2002). The model has implications for school-based practitioners in increasing the role of families in the assessment of children with ASD.
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Affiliation(s)
| | | | | | - Carri Broder
- The Cooke Center for Learning and Development, New York, NY
| | - Amy Ducker
- Baird Center for Children and Families, Burlington, VT
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Koegel RL, Koegel LK, McNerney EK. Pivotal areas in intervention for autism. JOURNAL OF CLINICAL CHILD PSYCHOLOGY 2001; 30:19-32. [PMID: 11294074 DOI: 10.1207/s15374424jccp3001_4] [Citation(s) in RCA: 80] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
Discusses several core pivotal areas that appear to be influential in intervention for autism. Literature and outcome data are reviewed with respect to several core areas that appear to be particularly helpful in intervention for autism, including improving motivation, responsivity to multiple cues, self-management, and self-initiation of social interactions. A conceptual framework is described, and outcome data are reviewed suggesting that when children with autism are motivated to initiate complex social interactions, it may reverse a cycle of impairment, resulting in exceptionally favorable intervention outcomes for many children. Because the peripheral features of autism can be numerous and extensive, the concept of intervention for pivotal areas of functioning may be critical if children are to be habilitated in a time- and cost-efficient manner.
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Affiliation(s)
- R L Koegel
- Counseling/Clinical/School Psychology Program, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490, USA
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