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| Early Identification and Speech Acquisition in Young Children with Autism Spectrum Disorders |
| Tuesday, May 31, 2005 |
| 12:00 PM–1:20 PM |
| Continental C (1st floor) |
| Area: AUT; Domain: Service Delivery |
| Chair: Karen M. Sze (University of California, Santa Barbara) |
| Discussant: Karen M. Sze (University of California, Santa Barbara) |
| Abstract: The purpose of this symposium is to address issues and present data that are relevant to early identification and communication interventions for children with autism or those who are at risk for autism spectrum disorders. First, we will discuss a model demonstration for family support and early identification of children who may be at risk for autism spectrum disorders. Next we will introduce data-based modifications to existing naturalistic, motivational techniques that are instrumental in facilitating speech acquisition in especially challenging nonverbal children. Specifically, we will present data on the use of predictable routines in eliciting expressive speech in nonverbal children with autism. Additionally, we will present data on the incorporation of the child’s pre-treatment vocalizations to eliminate overgeneralization of first word attempt use in a subgroup of nonverbal children. Overall, conceptual implications of these motivational techniques will be discussed in relation to a broader understanding of delivering intervention for even the most severe children with autism. The relevance of each of these topic areas will be discussed in the context of family support, early intervention, and the developing trend for comprehensive service delivery for children with autism. |
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| First S.T.E.P.: A Program Description of a Screening, Training, and Education Project for Young Children at Risk for Autism or Developmental Delays |
| NICOLETTE NEFDT (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Yvonne Bruinsma (University of California, Santa Barbara), Rosy Fredeen (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: This presentation outlines a behavioral model for early identification of, and family support for Autism Spectrum Disorders. The three components of the project will be presented along with data-based findings. The first component focuses on outreach to pediatricians, educators, and parents to facilitate earlier identification of children at risk for the disorder. The second component details screenings for ASD in addition to results from analyses of early behavioral indicators from children receiving a subsequent outside diagnosis of ASD. And the third component demonstrates the implementation of a Family Support Package for those children indicating a high risk for developing ASD and the results from short-term behavioral interventions for these children and their families. |
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| Facilitating Speech in Nonverbal Children with Autism using Predictable Routines |
| AMANDA P. MOSSMAN (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Yvonne Bruinsma (University of California, Santa Barbara), Karen M. Sze (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: The literature suggests that an increasing number of previously nonverbal children with autism may acquire a functional vocabulary with systematic, intensive treatment. However, despite intensive efforts, some children continue to fail to develop a functional, expressive vocabulary. The purpose of this study was to examine whether, for such unresponsive children, the use of predictable routines as prompts would be effective in increasing children’s correct responding to language trials, facilitate the development of a functional vocabulary, and improve child affect. The results, replicated in an alternating treatment design and a multiple baseline across participants design, showed an increase in correct responding, functional vocabulary, and affect, only when predictable routines were incorporated in prompts. Results are discussed in terms of the role of routine contexts as especially effective prompts because of their pivotal role in enhancing motivation in early language learning in children with autism. |
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| Using Pre-Treatment Vocalizations to Increase Functional Vocabulary in Nonverbal Children with Autism |
| KAREN M. SZE (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Amanda P. Mossman (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: The literature suggests that an increasing number of previously nonverbal children may acquire speech with systematic intervention procedures. However, there appears to be a subset of nonverbal children who may overgeneralize on the use of a first word attempt and have difficulty progressing beyond that point. The purpose of this study was to assess whether incorporating pre-treatment vocalizations into the intervention plan was effective in increasing the children’s functional expressive vocabulary. The results, replicated within a multiple-baseline across participants design, showed an increase in speech acquisition and a corresponding decrease in the percent of overgeneralized responses when pre-treatment vocalizations were used. The results are discussed in terms of their implications for further understanding speech acquisition in nonverbal children with autism. |
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