TY - JOUR
T1 - An Analysis of Naturalistic Interventions for Increasing Spontaneous Expressive Language in Children With Autism Spectrum Disorder
AU - Lane, Justin D.
AU - Lieberman-Betz, Rebecca
AU - Gast, David L.
N1 - Publisher Copyright:
© 2015, © Hammill Institute on Disabilities 2015.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2016/5
Y1 - 2016/5
N2 - The purpose of this review was to identify naturalistic language interventions for increasing spontaneous expressive language (defined in this review as absence of verbal prompt or other verbalization from adults or peers) in young children with autism spectrum disorder. Also, the methodological rigor and effectiveness of each study were evaluated to determine which interventions confidently led to increases in the target behavior. A total of 24 studies that included 45 participants, 2 to 9 years of age, used a naturalistic language intervention. When using What Works Clearinghouse (WWC) guidelines to evaluate design standards, 50% of studies had adequate rigor and 33% of those studies demonstrated positive effects in the target behavior. In addition, the components of each intervention were coded and grouped by function. Implications for teachers, practitioners, and researchers are provided.
AB - The purpose of this review was to identify naturalistic language interventions for increasing spontaneous expressive language (defined in this review as absence of verbal prompt or other verbalization from adults or peers) in young children with autism spectrum disorder. Also, the methodological rigor and effectiveness of each study were evaluated to determine which interventions confidently led to increases in the target behavior. A total of 24 studies that included 45 participants, 2 to 9 years of age, used a naturalistic language intervention. When using What Works Clearinghouse (WWC) guidelines to evaluate design standards, 50% of studies had adequate rigor and 33% of those studies demonstrated positive effects in the target behavior. In addition, the components of each intervention were coded and grouped by function. Implications for teachers, practitioners, and researchers are provided.
KW - autism spectrum disorder
KW - communication
KW - expressive language
KW - naturalistic interventions
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U2 - 10.1177/0022466915614837
DO - 10.1177/0022466915614837
M3 - Article
AN - SCOPUS:84962124829
VL - 50
SP - 49
EP - 61
IS - 1
ER -