Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism

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dc.contributor.utaustinauthorFranco, Jessica H.en
dc.contributor.utaustinauthorDavis, Barbara L.en
dc.creatorFranco, Jessica H.en
dc.creatorDavis, Barbara L.en
dc.creatorDavis, John L.en
dc.date.accessioned2015-09-09T15:51:13Zen
dc.date.available2015-09-09T15:51:13Zen
dc.date.issued2013-08en
dc.description.abstractPurpose: Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners. Method: Six nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants. Results: At study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication. Conclusion: Development of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.en
dc.description.departmentCommunication Sciences and Disordersen
dc.description.sponsorshipen
dc.identifier.citationJessica H. Franco, Barbara L. Davis, John L. Davis. Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism. American Journal of Speech-Language Pathology, (Aug., 2013) Vol. 22, 489-502. doi:10.1044/1058-0360(2012/10-0103)en
dc.identifier.doi10.1044/1058-0360(2012/10-0103)en
dc.identifier.issn1058-0360en
dc.identifier.urihttp://hdl.handle.net/2152/31179en
dc.identifier.urlen
dc.language.isoEnglishen
dc.relation.ispartofserialAmerican Journal of Speech-Language Pathologyen
dc.rightsAdministrative deposit of works to Texas ScholarWorks: This works author(s) is or was a University faculty member, student or staff member; this article is already available through open access or the publisher allows a PDF version of the article to be freely posted online. The library makes the deposit as a matter of fair use (for scholarly, educational, and research purposes), and to preserve the work and further secure public access to the works of the University.en
dc.rights.holderen
dc.subjectcommunicationen
dc.subjectprelinguisticen
dc.subjectsocial interactionen
dc.subjectautismen
dc.subjectroutineen
dc.subjectjoint attentionen
dc.subjectyoung-childrenen
dc.subjectdevelopmental delayen
dc.subjectcommunicationen
dc.subjectinterventionsen
dc.subjectintentional communicationen
dc.subjectintellectual disabilitiesen
dc.subjectexpressive vocabularyen
dc.subjectlanguage-developmenten
dc.subjectmultiple baselineen
dc.subjectmother-infanten
dc.subjectaudiology & speech-language pathologyen
dc.subjectlinguisticsen
dc.subjectrehabilitationen
dc.titleIncreasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autismen
dc.typeArticleen

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