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A randomized comparison of the effect of two prelinguistic communication interventions on the acquisition of spoken communication in preschoolers with ASD
Author(s) -
Temple Kathryn
Publication year - 2007
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/j.1365-2214.2007.00757_2.x
Subject(s) - autism , psychological intervention , period (music) , psychology , randomized controlled trial , developmental psychology , contrast (vision) , audiology , communication , computer science , medicine , artificial intelligence , physics , surgery , psychiatry , acoustics
A randomized comparison of the effect of two prelinguistic communication interventions on the acquisition of spoken communication in preschoolers with ASD.
Yoder , P. & Stone , W. P.(2006)Journal of Speech, Language and Hearing Research,49,698–711.Purpose This randomized group experiment compared the efficacy of two communication interventions [Responsive Education and Prelinguistic Milieu Teaching (RPMT) and the Picture Exchange Communication System (PECS)] on spoken communication in 36 pre‐schoolers with autism spectrum disorders (ASD). Method Each treatment was delivered to children for a maximum total of 24 h over a 6‐month period. Spoken communication was assessed in a rigorous test of generalization at pretreatment, post‐treatment and 6‐month follow‐up periods. Results Picture Exchange Communication System was more successful than RPMT in increasing the number of non‐imitative spoken communication acts and the number of different non‐imitative words used at the post‐treatment period. Considering growth over all three measurement periods, an exploratory analysis showed that growth rate of the number of different non‐imitative words was faster in the PECS group than in the RPMT group for children who began treatment with relatively high object exploration. In contrast, analogous slopeswere steeper in the RPMT group than in the PECS group for children who began treatment with relatively low object exploration.