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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-11-2006 | Original Paper

Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions

Auteurs: Sally J. Rogers, Deborah Hayden, Susan Hepburn, Renee Charlifue-Smith, Terry Hall, Athena Hayes

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2006

Abstract

This single subject design study examined two models of intervention: Denver Model (which merges behavioral, developmental, and relationship-oriented intervention), and PROMPT (a neuro-developmental approach for speech production disorders). Ten young, nonverbal children with autism were matched in pairs and randomized to treatment. They received 12 1-h weekly sessions of therapy and daily 1-h home intervention delivered by parents. Fidelity criteria were maintained throughout. Eight of the ten children used five or more novel, functional words spontaneously and spoke multiple times per hour by the conclusion of treatment. There were no differences in acquired language skills by intervention group. Initial characteristics of the best responders were mild to moderate symptoms of autism, better motor imitation skills, and emerging joint attention skills.

vorige artikel Early Predictors of Communication Development in Young Children with Autism Spectrum Disorder: Joint Attention, Imitation, and Toy Play

volgende artikel Fragmented Visuospatial Processing in Children with Pervasive Developmental Disorder

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Titel: Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions
Auteurs: Sally J. Rogers
Deborah Hayden
Susan Hepburn
Renee Charlifue-Smith
Terry Hall
Athena Hayes
Publicatiedatum: 01-11-2006
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2006
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-006-0142-x

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