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Participant Modeling
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Communication interventions for minimally verbal children with autism: a sequential multiple assignment randomized

Connie Kasari1, Ann Kaiser2, Kelly Goods3

  • 1University of California-Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behavior.

Journal of the American Academy of Child and Adolescent Psychiatry
|May 21, 2014
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Summary

Augmenting a blended intervention with a speech-generating device (SGD) significantly improved spontaneous language in minimally verbal autistic children. Early inclusion of SGDs and adaptive treatment intensification led to better outcomes.

Keywords:
SMART designautism spectrum disorderscommunication interventionminimally verbalschool-aged

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Area of Science:

  • Speech-language pathology
  • Developmental psychology
  • Autism spectrum disorder research

Background:

  • Minimally verbal children with autism often face challenges in spontaneous communication.
  • Blended developmental and behavioral interventions show promise but may benefit from augmentation.

Purpose of the Study:

  • To evaluate the impact of incorporating a speech-generating device (SGD) into a blended, adaptive treatment for minimally verbal school-aged children with autism.
  • To assess improvements in spontaneous communicative utterances and language development.

Main Methods:

  • 61 minimally verbal children (5-8 years) with autism were randomized to a blended intervention (JASP+EMT) with or without SGD augmentation for 6 months.
  • An adaptive design allowed for intervention intensification based on early response.
  • Primary outcome: spontaneous communicative utterances; secondary outcomes: novel words and comments.

Main Results:

  • The blended intervention including an SGD (JASP+EMT+SGD) resulted in greater improvements in spontaneous communicative utterances, novel words, and comments compared to spoken words alone.
  • Adaptive intensification of the JASP+EMT+SGD intervention for slow responders led to superior post-treatment outcomes.

Conclusions:

  • A novel blended intervention incorporating SGDs can facilitate significant and rapid gains in spoken language for minimally verbal school-aged children with autism.
  • The adaptive tailoring of treatment warrants further investigation to optimize intervention strategies for individual children.