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Using structured discourse as a language intervention technique with autistic children.

N J Scherer1, L B Olswang

  • 1Providence Speech and Hearing Center, Orange, CA.

The Journal of Speech and Hearing Disorders
|August 1, 1989
PubMed
Summary
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This study found that adult expansions of speech in autistic children led to more imitations of two-term semantic relations. These imitations then increased spontaneous language use, improving communication skills in young children with autism.

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Clinical Psychology

Background:

  • Autism Spectrum Disorder (ASD) often involves challenges in language development, particularly in understanding and using semantic relations.
  • Early intervention strategies are crucial for improving communication skills in young autistic children.
  • Structured discourse, including imitation and expansion, shows promise in language acquisition.

Purpose of the Study:

  • To investigate the effectiveness of a structured discourse strategy using child echoic imitations and adult expansions.
  • To teach two-term semantic relations to preschool-aged children with autism.
  • To examine the relationship between clinician expansions and children's imitative and spontaneous language production.

Main Methods:

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  • A structured discourse strategy was implemented with 5 male preschoolers diagnosed with autism.
  • The strategy involved clinician-led structured dialogue focusing on two-term semantic relations.
  • A combined multiple baseline and AB(A) design was utilized to analyze the intervention's impact.

    • Main Results:

    • Increased clinician modeling and expansion were associated with a rise in children's spontaneous imitations of two-term relations.
    • Following increased imitations, spontaneous productions of these relations improved and were sustained.
    • Spontaneous imitations decreased as spontaneous productions increased, indicating a shift towards independent language use.

    Conclusions:

    • Structured discourse incorporating adult expansion is an effective method for teaching semantic relations to autistic children.
    • The strategy facilitates a progression from imitation to spontaneous language production, enhancing communication.
    • This approach offers a viable intervention for improving linguistic development in early-stage autistic learners.