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Direct linkBrady, Nancy C.; Romine, Rebecca E. Swinburne; Holbrook, Alison; Fleming, Kandace K.; Kasari, Connie – American Journal on Intellectual and Developmental Disabilities, 2020
Changes in minimal verbal communication by children with autism spectrum disorder (ASD) were measured with the Communication Complexity Scale (CCS) and other communication assessments. The CCS measures complexity of preverbal and beginning verbal communication used to communicate behavior regulation and joint attention. The purpose was to…
Descriptors: Communication Skills, Autism, Pervasive Developmental Disorders, Verbal Communication
Fleming , Kandace K.; Brady, Nancy C. – American Journal on Intellectual and Developmental Disabilities, 2019
Communication Complexity Scale (CCS) scores for 269 minimally verbal participants were examined to determine if communicator behavior and task and communicator characteristics were related to scores in a manner consistent with theoretical and research evidence expectations. Each participant completed an interactive assessment with 6 joint…
Descriptors: Interpersonal Communication, Communication Skills, Caregiver Attitudes, Verbal Communication
Shire, Stephanie Yoshiko; Kasari, Connie – American Journal on Intellectual and Developmental Disabilities, 2014
This systematic review examines train the trainer (TTT) effectiveness trials of behavioral interventions for individuals with autism spectrum disorder (ASD). Published methodological quality scales were used to assess studies including participant description, research design, intervention, outcomes, and analysis. Twelve studies including 9 weak…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Program Effectiveness
Ingersoll, Brooke; Walton, Katherine; Carlsen, Danielle; Hamlin, Theresa – American Journal on Intellectual and Developmental Disabilities, 2013
Individuals with autism have difficulty with social skills across the lifespan. Few social interventions have been examined for older individuals with autism who also have significant intellectual disabilities (ID). Previous research suggests that reciprocal imitation training (RIT) improves imitation and social engagement in young children with…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Mental Retardation
Eldevik, Sigmund; Hastings, Richard P.; Hughes, J. Carl; Jahr, Erik; Eikeseth, Svein; Cross, Scott – American Journal on Intellectual and Developmental Disabilities, 2010
We gathered individual participant data from 16 group design studies on behavioral intervention for children with autism. In these studies, 309 children received behavioral intervention, 39 received comparison interventions, and 105 were in a control group. More children who underwent behavioral intervention achieved reliable change in IQ (29.8%)…
Descriptors: Control Groups, Intervention, Autism, Intelligence Quotient
Howlin, Patricia; Magiati, Iliana; Charman, Tony – American Journal on Intellectual and Developmental Disabilities, 2009
Recent reviews highlight limitations in the evidence base for early interventions for children with autism. We conducted a systematic review of controlled studies of early intensive behavioral interventions (EIBI) for young children with autism. Eleven studies met inclusion criteria (including two randomized controlled trials). At group level,…
Descriptors: Autism, Intelligence Quotient, Preschool Children, Early Intervention
Smith, Isabel M.; Koegel, Robert L.; Koegel, Lynn K.; Openden, Daniel A.; Fossum, Kristin L.; Bryson, Susan E. – American Journal on Intellectual and Developmental Disabilities, 2010
The Nova Scotia early intensive behavior intervention model--NS EIBI (Bryson et al., 2007) for children with autistic spectrum disorders was designed to be feasible and sustainable in community settings. It combines parent training and naturalistic one-to-one behavior intervention employing Pivotal Response Treatment--PRT (R. Koegel & Koegel,…
Descriptors: Early Intervention, Autism, Receptive Language, Pervasive Developmental Disorders
