Online citations, reference lists, and bibliographies.
← Back to Search

The Effects Of A Developmental, Social—Pragmatic Language Intervention On Rate Of Expressive Language Production In Young Children With Autistic Spectrum Disorders

B. Ingersoll, Anna Dvortcsak, C. Whalen, D. Sikora
Published 2005 · Psychology

Save to my Library
Download PDF
Analyze on Scholarcy Visualize in Litmaps
Share
Reduce the time it takes to create your bibliography by a factor of 10 by using the world’s favourite reference manager
Time to take this seriously.
Get Citationsy
Developmental, social—pragmatic (DSP) interventions are based on the study of interactions betWeen typically developing infants and their mothers. Despite the fact that DSP approaches are firmly grounded in developmental theory, there is limited research on the efficacy of these interventions for promoting social-communicative behavior in young children With autism. This study used a single-subject, multiple-baseline design to examine the effectiveness of a DSP language intervention on three children With autistic spectrum disorders (ASD). Results indicate the children exhibited increases in their use of spontaneous speech With the therapist as Well as With their parents, Who had not been trained in the intervention. These findings provide preliminary support for the effectiveness of language therapy using a developmental, social—pragmatic approach With young children With ASD.
This paper references
10.1901/JABA.1968.1-109
Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children.
B. Hart (1968)
Single Case Experimental Designs: Strategies for Studying Behavior Change
D. Barlow (1976)
Language and context: Studies in the acquisition of pragmatics
E. Bates (1976)
10.1037//0033-2909.92.1.3
Linguistic input and the child's acquisition of language.
E. Hoff-Ginsberg (1982)
A comparison of parent training to direct clinic treatment
R. L. Koegel (1982)
10.1901/JABA.1983.16-329
A modified incidental-teaching procedure for autistic youth: acquisition and generalization of receptive object labels.
G. McGee (1983)
10.1097/00011363-198703000-00013
Language intervention with young children
M. Fey (1986)
10.1075/llsee.20.12bat
A functionalist approach to the acquisition of grammar
E. Bates (1987)
10.1007/BF01495055
A natural language teaching paradigm for nonverbal autistic children
R. Koegel (1987)
How To Teach Pivotal Behaviors to Children with Autism: A Training Manual.
R. Koegel (1988)
10.1044/JSHD.5302.156
Improving the social-conversational skills of developmentally delayed children: an intervention study.
L. Girolametto (1988)
Becoming Partners With Children: From Play to Conversation
D. MacDonaldJames (1989)
Brigance inventory of early development–Revised
A. Brigance (1991)
10.1177/105381519201600104
Training Parents as Milieu Language Teachers
C. Alpert (1992)
Reassessing parent-focused language intervention programs.
R. Tannock (1992)
Evaluating milieu teaching.
A. Kaiser (1992)
It takes two to talk: A parent’s guide to helping children communicate (2nd ed.). Toronto: Hanen Centre
A. Manolson (1992)
PLS-3: Preschool Language Scale-3
I L Zimmerman (1992)
It takes two to talk: A parent's guide to helping children communicate
A Manolson (1992)
Bayley scales of infant development (2nd ed.)
N. Bayley (1993)
10.1007/BF02172145
Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders
C. Lord (1994)
10.1177/152574019501600206
The Effects of Group Training and Individual Feedback on Parent Use of Milieu Teaching
A. Kaiser (1995)
10.1177/105381519501900306
An Exploratory Comparison of Milieu Teaching and Responsive Interaction in Classroom Applications
P. Yoder (1995)
10.1177/027112149601600307
The Effects of Teaching Parents to Use Responsive Interaction Strategies
A. Kaiser (1996)
10.1055/S-2008-1064053
Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD.
B. Prizant (1998)
10.1016/S0163-6383(99)80006-X
First words in the second year: Continuity, stability, and models of concurrent and predictive correspondence in vocabulary and verbal responsiveness across age and context
M. Bornstein (1999)
10.4135/9781412952644.n48
Bayley Scales of Infant Development
N. Bayley (1999)
More than words: A guide to helping parents promote communication and social skills in children with autism spectrum disorder
F. Sussman (1999)
Communication intervention issues for children with autism spectrum disorders
B. M. Prizant (2000)
Communi - cation intervention issues for children with autism spectrum disorders
A. M. Wetherby (2000)
Clinical practice guidelines: Redefining the standards of care for infants, children, and families with special needs
(2000)
10.17226/10017
Educating Children with Autism
C. Lord (2001)
The Functional Emotional Assessment Scale for infancy and early childhood: Clinical and research applications
S. I. Greenspan (2001)
10.1097/00001163-200310000-00004
The SCERTS Model: A Transactional, Family‐Centered Approach to Enhancing Communication and Socioemotional Abilities of Children With Autism Spectrum Disorder
B. Prizant (2003)
10.1177/02711214030230020301
Using Relationship-Focused Intervention to Enhance the Social—Emotional Functioning of Young Children with Autism Spectrum Disorders
G. Mahoney (2003)
The SCERTS model: A family-centered, transactional approach to enhancing communication and socioemotional abilities of young children with ASD
B. M. Prizant (2003)
Using relationshipfocused intervention to enhance the social - emotional functioning of young children with autism spectrum disorders
G. Brookes. Mahoney (2003)
10.1097/00004703-200412000-00009
Educating Children with Autism
E. Goldson (2004)
The use of developmentallybased , individual difference , relationshipbased ( DIR ) therapy with older adults with severe developmental disorders
S. Surfas (2004)
The use of developmentally-based, individual difference, relationship-based (DIR) therapy with older adults with severe developmental disorders
S. Surfas (2004)
Developmental Patterns and Outcomes in Infants and Children with Disorders in Relating and Communicating: A Chart Review of 200 Cases of Children with Autistic Spectrum Diagnoses
S. Greenspan (2005)
Responsive teaching: Parent mediated developmental intervention
G J Mahoney



This paper is referenced by
10.3390/children7120294
Early Intervention with Parents of Children with Autism Spectrum Disorders: A Review of Programs
L. Rojas-Torres (2020)
10.20944/preprints202011.0468.v1
Early Intervention with Parents of Children with Autism Spectrum Disorders: A Review of Programs
L. Rojas-Torres (2020)
10.15503/JECS20131.133.147
Peculiarities of social competence in children with different autistic levels
Kateryna Оstrovska (2020)
10.32641/rchped.v90i5.1294
Actualización en diagnóstico e intervención temprana del Trastorno del Espectro Autista
V. Rojas (2019)
10.1007/S10882-019-09660-W
Parental Perception of Quality of Life for Children with Autism Spectrum Disorder
J. M. Cholewicki (2019)
10.1177/1362361318775538
Effects of a parent-implemented Developmental Reciprocity Treatment Program for children with autism spectrum disorder
Grace W Gengoux (2019)
10.21603/2078-8975-2019-21-3-751-762
Имитация и способность формировать социальный опыт на основе модели психического в дошкольном возрасте
Яна Константиновна Смирнова (2019)
10.1177/2396941518824497
Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review
A. Binns (2019)
10.1080/08098131.2019.1680571
Synchronicity in improvisational music therapy – Developing an intersubjective field with a child with autism spectrum disorder
Johanne Bøgh Nielsen (2019)
A content-focused, social constructivist model of professional development: exploring its effect on adults’ knowledge of social communication development, their style of interaction and on pupil outcomes in autism specific classrooms.
Tish Balfe (2018)
10.1093/MTP/MIX021
Goal Attainment Scaling: A Method for Evaluating Progress toward Developmentally Based Music-Centered Treatment Goals for Children with Autism Spectrum Disorder
John A. Carpente (2018)
10.1044/2017_JSLHR-L-17-0026
Metapragmatic Explicitation and Social Attribution in Social Communication Disorder and Developmental Language Disorder: A Comparative Study.
C. Adams (2018)
Caregiver Implemented Responsive Interventions: Supporting Caregivers Based on Performance
Rachel Gwin (2018)
10.1017/9781108131384.031
Play and children with autism: insights from research and implications for practice
Despoina Papoudi (2018)
10.5772/INTECHOPEN.76476
How to Create Suitable Augmented Reality Application to Teach Social Skills for Children with ASD
I. Lee (2018)
THE EFFECTIVENESS OF MIXED REALITY-BASED INTERVENTION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: A META-ANALYSIS AND SINGLE-CASE STUDY
Byungkeon Kim (2017)
10.1016/J.RASD.2017.01.010
Interventions for toddlers with autism spectrum disorder: A meta-analysis of single-subject experimental studies
Ellen Debodinance (2017)
10.1177/1362361316637580
Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting
A. Stahmer (2017)
10.1007/978-3-319-69983-7_2
Theories of Educating Students with Autism Spectrum Disorder
Peishi Wang (2017)
10.1177/0888406415621959
ECoaching Across Routines to Enhance Teachers’ Use of Modeling
C. G. Coogle (2016)
10.1080/1034912X.2015.1111303
A Review of Play Interventions for Children with Autism at School
Lila Kossyvaki (2016)
10.30707/ETD2016.EVANS.Y
Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children
Yvette Renee Evans (2016)
10.1093/MTP/MIW013
Investigating the Effectiveness of a Developmental, Individual Difference, Relationship-Based (DIR) Improvisational Music Therapy Program on Social Communication for Children with Autism Spectrum Disorder
John A. Carpente (2016)
10.7599/HMR.2016.36.1.27
Psychosocial Treatments for Children with Autism Spectrum Disorder
Hyunsoo Kim (2016)
10.1016/j.chb.2015.09.033
Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions
Chien-Hsu Chen (2016)
Does Developmental Social Pragmatic Intervention for Children with Autism Influence Parent Language Use
Mary K Wang (2016)
10.1111/1471-3802.12068
Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI)
Lila Kossyvaki (2016)
Effects of early intervention on pragmatic language in children with autism
Charlotte Tomevi (2015)
Title Preliminary Effectiveness of Project ImPACT : A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program Permalink
N. Stadnick (2015)
10.1007/s40501-015-0031-z
Evidence-Based Treatments for Autism Spectrum Disorder
L. Politte (2015)
10.1093/jmt/thv005
Common Characteristics of Improvisational Approaches in Music Therapy for Children with Autism Spectrum Disorder: Developing Treatment Guidelines.
Monika Geretsegger (2015)
10.1080/15374416.2015.1077448
Evidence Base Update for Autism Spectrum Disorder
Tristram H. Smith (2015)
See more
Semantic Scholar Logo Some data provided by SemanticScholar