The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial

Autor/inn/en	Mohammadzaheri, Fereshteh; Koegel, Lynn Kern; Bakhshi, Enayatollah; Khosrowabadi, Reza; Soleymani, Zahra
Titel	The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 6, S.2598-2609 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soleymani, Zahra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05153-y
Schlagwörter	Interpersonal Communication; Communication Skills; Verbal Communication; Autism; Pervasive Developmental Disorders; Children; Preadolescents; Intervention; Skill Development + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Kommunikationsstil; Autismus; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions and attention/assistance-seeking initiations. The treatment as usual (TAU) group received standard language intervention. Results showed that the PRT group made significant improvements in their number of verbal initiations as well as collateral gains in general communicative skills and mean length of utterance (MLU) compared to the TAU group. Theoretical implications of including motivational approaches to develop social initiations are reviewed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01