Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom

Justin D. Lane, Collin Shepley, Rebecca Lieberman-Betz

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD. Findings suggest the intervention had positive and maintained effects on trial-based use of language targets, as well as concomitant changes in commenting, requesting, and phrase complexity. Implications regarding implementation of NLIs within typical classroom play activities are discussed.

Original languageEnglish
Pages (from-to)3216-3231
Number of pages16
JournalJournal of Autism and Developmental Disorders
Volume46
Issue number10
DOIs
StatePublished - Oct 1 2016

Keywords

  • Autism spectrum disorder
  • Expressive language
  • Intervention
  • Preschool

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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