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dc.contributor.authorBrady, Nancy C.
dc.contributor.authorStorkel, Holly L.
dc.contributor.authorBushnell, Paige
dc.contributor.authorBarker, Robert Michael
dc.contributor.authorSaunders, Kathryn J.
dc.contributor.authorDaniels, Debby
dc.contributor.authorFleming, Kandace
dc.date.accessioned2016-02-08T21:14:17Z
dc.date.available2016-02-08T21:14:17Z
dc.date.issued2015
dc.identifier.citationBrady, Nancy C., Holly L. Storkel, Paige Bushnell, R. Michael Barker, Kate Saunders, Debby Daniels, and Kandace Fleming. "Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism." American Journal of Speech-Language Pathology Am J Speech Lang Pathol 24.3 (2015): 438. http://dx.doi.org/10.1044/2015_AJSLP-14-0093 <2.897> .en_US
dc.identifier.urihttp://hdl.handle.net/1808/19932
dc.descriptionThis is the author's accepted manuscript. The original is available at http://www.asha.org/default.htmen_US
dc.description.abstractPurpose: To investigate a new intervention package aimed at increasing expressive word learning by school-age children with autism who have limited expressive vocabularies. This pilot investigation was intended to show proof of concept. Method: Ten children between the ages of 6-10 years with educational diagnoses of autism and limited expressive vocabularies at the outset of the study participated. A multimodal intervention composed of speech sound practice and AAC was used to teach individualized vocabulary words that were selected based on initial speech sound repertoires and principles of phonotactic probability and neighborhood density. A multiple-probe design was used to evaluate learning outcomes. Results: Five children showed gains in spoken- word learning across successive word sets (High Responders). Five children did not meet learning criteria (Low Responders). Comparisons of behaviors measured prior to intervention indicated that High Responders had relatively higher skills in receptive language, prelinguistic communication, vocal/verbal imitation, adaptive behavior and consonant productions. Conclusions: The intervention package holds promise for improving spoken word productions for some children with autism who have limited expressive vocabularies. Further research is needed to better describe who may most benefit from this approach as well as investigate generalized benefits to untaught contexts and targets.en_US
dc.publisherAmerican Speech-Language-Hearing Associationen_US
dc.subjectAutismen_US
dc.subjectInterventionen_US
dc.subjectAugmentative and alternative communicationen_US
dc.subjectSpeechen_US
dc.titleInvestigating a Multimodal Intervention for Children with Limited Expressive Vocabularies Associated with Autismen_US
dc.typeArticle
kusw.kuauthorStorkel, Holly
kusw.kudepartmentSpeech-Language-Hearingen_US
dc.identifier.doi10.1044/2015_AJSLP-14-0093 <2.897>
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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