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Teaching young nonverbal children with autism useful speech: a pilot study of the Denver Model and PROMPT interventions

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TitleTeaching young nonverbal children with autism useful speech: a pilot study of the Denver Model and PROMPT interventions
Publication TypeJournal Article
AbstractThis 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.
AuthorsRogers, S., Hayden D., Hepburn S., Charlifue-Smith R., Hall T., and Hayes A.
Year of Publication2006
PublicationJournal of Autism and Developmental Disorders
Volume36
Issue8
PublisherKluwer Academic Publishers-Plenum Publishers
Pages1007-1024
ISSN0162-3257 (print), 1573-3432 (electronic)
Publisher DOIhttp://link.springer.com/article/10.1007/s10803-006-0142-x
Keywords (MeSH)attention, autistic disorder, child, language disorders, language therapy, motor skills disorders, nonverbal communication, phonetics, pilot projects, speech disorders
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