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Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE
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Modifying a naturalistic language intervention for use in an elementary school classroom.

Justin D Lane1, Collin Shepley1, Emily Sartini1

  • 1University of Kentucky, Early Childhood, Special Education, & Rehabilitation Counseling, Lexington, KY, USA.

Autism & Developmental Language Impairments
|November 16, 2022
PubMed
Summary

A modified naturalistic language intervention (NLI) showed improved expressive communication in elementary children with autism spectrum disorder (ASD) and intellectual disability (ID). Dosage variations impacted results for one child.

Keywords:
Communication and languageintervention/therapyschool-age children

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Area of Science:

  • Speech and Language Pathology
  • Developmental Psychology
  • Special Education

Background:

  • Evaluated a modified naturalistic language intervention (NLI) for elementary-aged children with autism spectrum disorder (ASD) and/or intellectual disability (ID).
  • Extended previous NLI findings in preschool children with social communication delays.
  • Focused on children with pre-intervention profiles similar to a non-responder in prior research.

Purpose of the Study:

  • To assess the efficacy of a modified NLI in increasing expressive communication (e.g., two-word phrases) in elementary-aged children with ASD and/or ID.
  • To investigate the impact of varying intervention dosages on treatment outcomes.
  • To extend NLI research to a new participant group in a classroom setting.

Main Methods:

  • Employed a multiple probe design across children in a public school classroom setting.
  • Administered a modified NLI targeting expanded expressive communication.
  • Analyzed intervention dosage variations through graphing for formative analysis.

Main Results:

  • All three participants demonstrated increased target behaviors compared to baseline probes.
  • One child exhibited variable consistency in behavioral changes, potentially limiting social significance.
  • Intervention dosage variations were observed across sessions and participants.

Conclusions:

  • The modified NLI shows promise for enhancing communication in minimally verbal children with ASD and ID in dynamic educational settings.
  • Naturalistic procedures can be leveraged by educators to promote verbalizations during activities for children with communication delays.
  • Further research is needed to optimize NLI dosage for consistent social significance in diverse learners.