Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions
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...
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| Veröffentlicht in: | Journal of autism and developmental disorders 2006-11, Vol.36 (8), p.1007-1024 |
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| container_title | Journal of autism and developmental disorders |
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| creator | Rogers, Sally J Hayden, Deborah Hepburn, Susan Charlifue-Smith, Renee Hall, Terry Hayes, Athena |
| description | 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. |
| doi_str_mv | 10.1007/s10803-006-0142-x |
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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.</description><identifier>ISSN: 0162-3257</identifier><identifier>EISSN: 1573-3432</identifier><identifier>DOI: 10.1007/s10803-006-0142-x</identifier><identifier>PMID: 16845576</identifier><identifier>CODEN: JADDDQ</identifier><language>eng</language><publisher>Heidelberg: Springer</publisher><subject>Attention ; Autism ; Autistic children ; Autistic Disorder - diagnosis ; Autistic Disorder - epidemiology ; Biological and medical sciences ; Child ; Child Health ; Child, Preschool ; Diagnostic and Statistical Manual of Mental Disorders ; Disorders of higher nervous function. Focal brain diseases. Central vestibular syndrome and deafness. Brain stem syndromes ; Home Programs ; Humans ; Imitative Behavior ; Intervention ; Interventions ; Language Acquisition ; Language Disorders - epidemiology ; Language Disorders - therapy ; Language Research ; Language Skills ; Language Therapy - methods ; Learning Theories ; Male ; Matched Groups ; Medical sciences ; Motor Skills Disorders - epidemiology ; Nervous system (semeiology, syndromes) ; Neurolinguistics ; Neurology ; Nonverbal Communication ; Nonverbal learning disabled people ; Parents as Teachers ; Phonetics ; Pilot Projects ; Program Effectiveness ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Remedial Teaching - methods ; Research Methodology ; Severity of Illness Index ; Special education. Orthophony ; Speech Disorders - epidemiology ; Speech Disorders - therapy ; Speech Language Pathology ; Speech Therapy ; Teaching Methods ; Treatment ; Treatments ; Young Children</subject><ispartof>Journal of autism and developmental disorders, 2006-11, Vol.36 (8), p.1007-1024</ispartof><rights>2007 INIST-CNRS</rights><rights>Springer Science+Business Media, LLC 2006</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c482t-fd31414b58dda0797f69131f16793e63585f10ea62549eebb7c87846c1d4f0d43</citedby><cites>FETCH-LOGICAL-c482t-fd31414b58dda0797f69131f16793e63585f10ea62549eebb7c87846c1d4f0d43</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,12846,27924,27925,30999,31000</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ758404$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=18449365$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16845576$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Rogers, Sally J</creatorcontrib><creatorcontrib>Hayden, Deborah</creatorcontrib><creatorcontrib>Hepburn, Susan</creatorcontrib><creatorcontrib>Charlifue-Smith, Renee</creatorcontrib><creatorcontrib>Hall, Terry</creatorcontrib><creatorcontrib>Hayes, Athena</creatorcontrib><title>Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions</title><title>Journal of autism and developmental disorders</title><addtitle>J Autism Dev Disord</addtitle><description>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.</description><subject>Attention</subject><subject>Autism</subject><subject>Autistic children</subject><subject>Autistic Disorder - diagnosis</subject><subject>Autistic Disorder - epidemiology</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Health</subject><subject>Child, Preschool</subject><subject>Diagnostic and Statistical Manual of Mental Disorders</subject><subject>Disorders of higher nervous function. Focal brain diseases. Central vestibular syndrome and deafness. Brain stem syndromes</subject><subject>Home Programs</subject><subject>Humans</subject><subject>Imitative Behavior</subject><subject>Intervention</subject><subject>Interventions</subject><subject>Language Acquisition</subject><subject>Language Disorders - epidemiology</subject><subject>Language Disorders - therapy</subject><subject>Language Research</subject><subject>Language Skills</subject><subject>Language Therapy - methods</subject><subject>Learning Theories</subject><subject>Male</subject><subject>Matched Groups</subject><subject>Medical sciences</subject><subject>Motor Skills Disorders - epidemiology</subject><subject>Nervous system (semeiology, syndromes)</subject><subject>Neurolinguistics</subject><subject>Neurology</subject><subject>Nonverbal Communication</subject><subject>Nonverbal learning disabled people</subject><subject>Parents as Teachers</subject><subject>Phonetics</subject><subject>Pilot Projects</subject><subject>Program Effectiveness</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Remedial Teaching - methods</subject><subject>Research Methodology</subject><subject>Severity of Illness Index</subject><subject>Special education. Orthophony</subject><subject>Speech Disorders - epidemiology</subject><subject>Speech Disorders - therapy</subject><subject>Speech Language Pathology</subject><subject>Speech Therapy</subject><subject>Teaching Methods</subject><subject>Treatment</subject><subject>Treatments</subject><subject>Young Children</subject><issn>0162-3257</issn><issn>1573-3432</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2006</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqFkc1u1DAUhSNERYfCAyAhZCHBLuB_O-xGQ6FFLR3R6YKV5djXxFUmGeykP29PhhlRiU0314v73SMdf0XxiuAPBGP1MROsMSsxliUmnJZ3T4oZEYqVjDP6tJhhImnJqFCHxfOcrzHGlab0WXFIpOZCKDkrbldgXRO7X-hnP07ze9_dQKptixZNbH2CDt3GoUHzcYh5ja4yhLFFlxsA13xCc7SMbT-gy2H096gPaGgAfYZtBDrvPbTIdh4tf1ycL1fotBsg3UA3xL7LL4qDYNsML_fvUXH15Xi1OCnPLr6eLuZnpeOaDmXwjHDCa6G9t1hVKsiKMBKIVBUDyYQWgWCwkgpeAdS1clppLh3xPGDP2VHxfpe7Sf3vEfJg1jE7aFvbQT9mo4VUU8jjoNSUMyzFo6BQpBKSqwl8-x943Y-pm9oaigXVbKo2QWQHudTnnCCYTYprm-4NwWYr2ewkm0my2Uo2d9PNm33wWK_BP1zsrU7Auz1gs7NtSLZzMT9wmvOK_a3yesdBiu7f-vjb9CMcc_YHLPy2sA</recordid><startdate>20061101</startdate><enddate>20061101</enddate><creator>Rogers, Sally J</creator><creator>Hayden, Deborah</creator><creator>Hepburn, Susan</creator><creator>Charlifue-Smith, Renee</creator><creator>Hall, Terry</creator><creator>Hayes, Athena</creator><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88J</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K9-</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0R</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>20061101</creationdate><title>Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions</title><author>Rogers, Sally J ; Hayden, Deborah ; Hepburn, Susan ; Charlifue-Smith, Renee ; Hall, Terry ; Hayes, Athena</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c482t-fd31414b58dda0797f69131f16793e63585f10ea62549eebb7c87846c1d4f0d43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2006</creationdate><topic>Attention</topic><topic>Autism</topic><topic>Autistic children</topic><topic>Autistic Disorder - diagnosis</topic><topic>Autistic Disorder - epidemiology</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Health</topic><topic>Child, Preschool</topic><topic>Diagnostic and Statistical Manual of Mental Disorders</topic><topic>Disorders of higher nervous function. 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Academic</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of autism and developmental disorders</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rogers, Sally J</au><au>Hayden, Deborah</au><au>Hepburn, Susan</au><au>Charlifue-Smith, Renee</au><au>Hall, Terry</au><au>Hayes, Athena</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ758404</ericid><atitle>Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions</atitle><jtitle>Journal of autism and developmental disorders</jtitle><addtitle>J Autism Dev Disord</addtitle><date>2006-11-01</date><risdate>2006</risdate><volume>36</volume><issue>8</issue><spage>1007</spage><epage>1024</epage><pages>1007-1024</pages><issn>0162-3257</issn><eissn>1573-3432</eissn><coden>JADDDQ</coden><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.</abstract><cop>Heidelberg</cop><pub>Springer</pub><pmid>16845576</pmid><doi>10.1007/s10803-006-0142-x</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 0162-3257 |
| ispartof | Journal of autism and developmental disorders, 2006-11, Vol.36 (8), p.1007-1024 |
| issn | 0162-3257 1573-3432 |
| language | eng |
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| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Attention Autism Autistic children Autistic Disorder - diagnosis Autistic Disorder - epidemiology Biological and medical sciences Child Child Health Child, Preschool Diagnostic and Statistical Manual of Mental Disorders Disorders of higher nervous function. Focal brain diseases. Central vestibular syndrome and deafness. Brain stem syndromes Home Programs Humans Imitative Behavior Intervention Interventions Language Acquisition Language Disorders - epidemiology Language Disorders - therapy Language Research Language Skills Language Therapy - methods Learning Theories Male Matched Groups Medical sciences Motor Skills Disorders - epidemiology Nervous system (semeiology, syndromes) Neurolinguistics Neurology Nonverbal Communication Nonverbal learning disabled people Parents as Teachers Phonetics Pilot Projects Program Effectiveness Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Remedial Teaching - methods Research Methodology Severity of Illness Index Special education. Orthophony Speech Disorders - epidemiology Speech Disorders - therapy Speech Language Pathology Speech Therapy Teaching Methods Treatment Treatments Young Children |
| title | Teaching Young Nonverbal Children with Autism Useful Speech: A Pilot Study of the Denver Model and PROMPT Interventions |
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