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The TEACCH Approach to Autism Spectrum Disorders

Empirical studies evaluating speech and language intervention procedures applied to children with autism are reviewed, and the documented benefits are summarized. In particular, interventions incorporating sign language, discrete-trial training, and milieu teaching procedures have been used successfully to expand the communication repertoires of children with autism. Other important developments in the field stem from interventions designed to replace challenging behaviors and to promote social and scripted interactions. The few studies of the parent and classroom training studies that included language measures also are analyzed. This article seeks to outline the extent to which previous research has helped identify a compendium of effective instructional practices that can guide clinical practice. It also seeks to highlight needs for further research to refine and extend current treatment approaches and to investigate more comprehensive treatment packages.

https://dcautismparents.org/yahoo_site_admin/assets/docs/Speech_Therapy_1.9262857.pdf

Communication intervention for children with autism: a review of treatment efficacy.

Parents of four nonverbal and four echolalic autistic children were trained to increase their children's speech by using the Natural Language Paradigm (NLP), a loosely structured procedure conducted in a play environment with a variety of toys. Parents were initially trained to use the NLP in a clinic setting, with subsequent parent-child speech sessions occurring at home. The results indicated that following training, parents increased the frequency with which they required their children to speak (i.e., modeled words and phrases, prompted answers to questions). Correspondingly, all children increased the frequency of their verbalizations in three nontraining settings. Thus, the NLP appears to be an efficacious program for parents to learn and use in the home to increase their children's speech.

Training parents to use the natural language paradigm to increase their autistic children's speech

Parent education programs have become an effective mode of treatment delivery for teaching families effective behavioral strategies to manage challenging behavior in young children with autism. Functional assessment and functional communication training (FCT) are empirically validated procedures that have recently been introduced into parent education programming to help resolve challenging behaviors. The success of these procedures, however, is contingent on family members' ability to integrate them into the specific contexts in which challenging behaviors occur. Consequently, the application of these procedures in home settings necessitates consideration of the family context in the assessment and treatment planning process. A study is presented that investigated the use of information on family context (i.e., caregiving demands, family support, patterns of social interaction) to direct the assessment and intervention planning process. More specifically, information on family context was used to individualize behavioral support plans designed to support family use of functional communication training within important family routines. Through parent-investigator collaboration we individualized the manner in which functional communication training procedures were taught and implemented so they were contextually relevant. Utilizing a multiple baseline design, the challenging behaviors and functional communication of three children with autism were monitored across baseline, intervention (i.e., FCT, and contextulized FCT), and follow-up phases. Multiple routines for each participant were selected and monitored across all phases to evaluate changes in the dependent measures within training and generalization routines. A self-report questionnaire was administered intermittently to parents to determine if consideration of family context improved the “goodness of fit” of the functional communication training treatment packages across FCT and contextualized FCT intervention phases. Results from the study indicate that consideration of family context in the assessment and intervention planning process does not jeopardize and may contribute to the stability and durability of reductions in challenging behavior achieved with functional assessment and functional communication training procedures.

Contextualized Behavioral Support in Early Intervention for Children with Autism and Their Families

The provision of Individualized services to families with young handicapped children has been hampered by the lack of a practical model. This article describes a functional model for assessing fami...

Family-Focused Intervention: A Functional Model for Planning, Implementing, and Evaluating Individualized Family Services in Early Intervention

The mothers and fathers of 11 preschool autistic children were taught operant procedures used in teaching speech to nonverbal children. The children's speech skills were assessed twice before and once after their parents were trained. At posttreatment, the children showed significant gains in prespeech and speech skills as measured by a 21-step hierarchy of speech behaviors. Those children who had acquired at least verbal imitative skill after training made greater progress than those who had not. Although children maintained their gains in a 1-year follow-up assessment, there was no evidence of significant improvement beyond that achieved at the end of training. The importance of support for parents in continuing to do formal "teaching" after the training program ends was stressed.

The acquisition of language skills by autistic children: can parents do the job?

The reliability of a code to measure teaching skills was assessed by using it to evaluate a behavioral training program for parents of developmentally disabled children Twelve sets of parents participated in a program to give them the skills needed to be teachers in the areas of behavior management and language acquisition Using group meetings and home visits, parents were taught general principles of behavior change as well as intervention strategies for specific problems A sample of parents' teaching behaviors with their children was videotaped three times before and once after treatment There were no significant changes in teaching behavior before treatment After training, the results showed that the observation code could discriminate reliably between parents' correct and incorrect use of eight discrete and specifiable behavior modification skills The significance of these findings and the uses and limitations of the code were discussed

A code for assessing teaching skills of parents of developmentally disabled children.

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The acquisition of language skills by autistic children: can parents do the job?

A code for assessing teaching skills of parents of developmentally disabled children.