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| Promoting Language Abilities with Verbal and Nonverbal Students Diagnosed With Autism |
| Saturday, May 27, 2006 |
| 2:30 PM–3:50 PM |
| Chicago A-F |
| Area: AUT; Domain: Applied Research |
| Chair: Kelly A. Young (Crossroads Center for Children) |
| Abstract: This symposium will present four different strategies used at Crossroads Center for Children to promote both spontaneous language and receptive language abilities. |
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| The Effect of Social Stories on Promoting Spontaneous Language Abilities in a Pre-schooler Diagnosed With Pervasive Developmental Disorder. |
| AMY SOKOL (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), Laura L. Krosky (Crossroads Center for Children) |
| Abstract: This study will demonstrate the benefits of the use of incorporating social stories into speech programming for a child diagnosed with PDD. Social stories can be used to promote appropriate and spontaneous language between a student diagnosed on the autism spectrum and a communication partner. |
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| The Use of a Picture Communication System To Promote Spontaneous Language Abilities In a Student Diagnosed On the Autism Spectrum. |
| TARA RAMSEY (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), Laura L. Krosky (Crossroads Center for Children) |
| Abstract: Nonverbal students often have difficulty effectively communicating their desires. The use of this picture communication system will enable the nonverbal student to express their needs with a variety of communication partners. |
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| Incorporating A Least-To-Most Prompting Procedure To Facilitate Spontaneous Language For A Student Diagnosed on the Autism Spectrum. |
| MEGAN L. DAIGLE (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), Laura L. Krosky (Crossroads Center for Children) |
| Abstract: Students with limited or emerging language abilities often require prompting to use their functional language skills spontaneously. The use of a procedure, termed "Wait-Gesture-Ask-Say-Do", which is a least-to-most prompting procedure, will be demonstrated. A case study will also be presented. |
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| The Effectiveness of a Simplified Language Approach Versus a More Complex Linguistic Approach to Facilitate Receptive Language. |
| JENNIFER LEIGHTON (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), JoAnne Emerle (Crossroads Center for Children) |
| Abstract: Children appear to respond to different types of receptive input in order to learn to comprehend individual word meanings for objects, pictured objects, and body parts. A comparison of data from two types of approaches will be presented. |
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