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Valentino, Amber L.; Fu, Sherrene Brice; Padover, Jessica L. – Analysis of Verbal Behavior, 2019
Mands for information (MFIs) play an important role in language development and are important for successfully acquiring new information from one's environment. Yet many individuals with autism do not acquire mands for information without direct teaching. Research has demonstrated effective procedures for teaching all "wh" forms, except…
Descriptors: Verbal Operant Conditioning, Autism, Teaching Methods, Language Acquisition
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Hampton, Lauren H.; Kaiser, Ann P.; Nietfeld, Jennifer P.; Khachoyan, Ani – Journal of Autism and Developmental Disorders, 2021
JASP-EMT, the combined Enhanced Milieu Teaching (EMT) and Joint Attention, Structured Play, and Emotion Regulation (JASPER) interventions, has been found to be effective for promoting social communication in young children with autism (Kasari et al. in J Am Acad Child Adolesc Psychiatry 53(6):635-646, 2014). The current study examined the effects…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Interpersonal Competence
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Knowland, Victoria C. P.; Fletcher, Fay; Henderson, Lisa-Marie; Walker, Sarah; Norbury, Courtenay F.; Gaskell, M. Gareth – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Establishing stable and flexible phonological representations is a key component of language development and one which is thought to vary across children with neurodevelopmental disorders affecting language acquisition. Sleep is understood to support the learning and generalization of new phonological mappings in adults, but this remains…
Descriptors: Autism, Pervasive Developmental Disorders, Sleep, Phonological Awareness
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Naigles, Letitia R. – First Language, 2020
This commentary critiques Ambridge's radical exemplar model of language acquisition using research from the Longitudinal Study of Early Language, which has tracked the language development of 30+ children with Autism Spectrum Disorders (ASD) since 2002. This research has demonstrated that the children's capacity for abstraction at the grammatical…
Descriptors: Language Acquisition, Longitudinal Studies, Grammar, Models
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Field, Charlotte; Allen, Melissa L.; Lewis, Charlie – Journal of Autism and Developmental Disorders, 2016
The shape bias--generalising labels to same shaped objects--has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described.…
Descriptors: Language Acquisition, Autism, Pervasive Developmental Disorders, Heuristics
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de Marchena, Ashley B.; Eigsti, Inge-Marie; Yerys, Benjamin E. – Journal of Autism and Developmental Disorders, 2015
Individuals with autism spectrum disorder (ASD) have difficulty generalizing--i.e., relating new stimuli to past experiences. Few experimental studies have addressed this weakness, despite its impact on intervention effects. In a reanalysis of data (de Marchena et al. "Cognition" 119(1):96-113, 2011), we tested a novel form of…
Descriptors: Autism, Pervasive Developmental Disorders, Generalization, Comparative Analysis
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Curiel, Emily S. L.; Sainato, Diane M.; Goldstein, Howard – Education and Treatment of Children, 2016
Matrix training is a systematic teaching approach that can facilitate generalized language. Specific responses are taught that result in the emergence of untrained responses. This type of training facilitates the use of generalized language in children with autism spectrum disorder (ASD). This study used a matrix training procedure with a toddler…
Descriptors: Receptive Language, Language Skills, Toddlers, Autism
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Au, Angel; Mountjoy, Toby; Leaf, Justin B.; Leaf, Ronald; Taubman, Mitchell; McEachin, John; Tsuji, Kathleen – Journal of Intellectual & Developmental Disability, 2016
Background: Children with autism spectrum disorder have impairments in social behaviours that require systematic intervention. The purpose of this study was to evaluate the cool versus not cool procedure implemented in a small group (dyad). Method: The cool versus not cool procedure consisted of the researcher demonstrating the targeted behaviour…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Behavior Modification
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Kamps, Debra; Thiemann-Bourque, Kathy; Heitzman-Powell, Linda; Schwartz, Ilene; Rosenberg, Nancy; Mason, Rose; Cox, Suzanne – Journal of Autism and Developmental Disorders, 2015
The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39…
Descriptors: Comparative Analysis, Experimental Groups, Control Groups, Intervention
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Benedek-Wood, Elizabeth; McNaughton, David; Light, Janice – Topics in Early Childhood Special Education, 2016
This study used a multiple probe across participants' research design to evaluate the effects of instruction on the acquisition of letter-sound correspondences (LSCs) by three young children with autism spectrum disorder and limited speech. All three children (ages 3-5 years) reached criterion for identifying the LSCs targeted during instruction,…
Descriptors: Phoneme Grapheme Correspondence, Language Acquisition, Young Children, Autism
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Spencer, Trina D.; Higbee, Thomas S. – Focus on Autism and Other Developmental Disabilities, 2012
Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the…
Descriptors: Autism, Generalization, Language Usage, Scripts
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Sigurdardottir, Zuilma Gabriela; Mackay, Harry A.; Green, Gina – Analysis of Verbal Behavior, 2012
Stimulus generalization and contextual control affect the development of equivalence classes. Experiment 1 demonstrated primary stimulus generalization from the members of trained equivalence classes. Adults were taught to match six spoken Icelandic nouns and corresponding printed words and pictures to one another in computerized three-choice…
Descriptors: Autism, Stimulus Generalization, Nouns, Stimuli
Johnson, Matt A. – ProQuest LLC, 2013
This dissertation will focus on the processing and learning of abstract, phrasal argument structure constructions. Chapter 1 provides the theoretical framework for abstract constructions, and illustrates the importance of such representations in speakers' linguistic knowledge. Chapter 2 reviews the evidence for meaning being associated with…
Descriptors: Autism, Prediction, Language Acquisition, Brain Hemisphere Functions
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Koegel, Lynn Kern; Koegel, Robert L.; Green-Hopkins, Israel; Barnes, Cynthia Carter – Journal of Autism and Developmental Disorders, 2010
The literature suggests children with autism use communication primarily for requests and protests, and almost never for information-seeking. This study investigated whether teaching "Where" questions using intrinsic reinforcement procedures would produce the generalized use of the question, and whether concomitant improvements in…
Descriptors: Linguistic Competence, Language Usage, Autism, Language Acquisition
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Kane, Meghan; Connell, James E.; Pellecchia, Melanie – Behavior Analyst Today, 2010
Research and services continue to expand to community-based programs serving individuals diagnosed with autism. A focus of great interest in those efforts is that of language acquisition and functional usage. For the purpose of this evaluation, language acquisition interventions are grouped into two broad categories, contrived and naturalistic.…
Descriptors: Speech, Autism, Intervention, Meta Analysis
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