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Journal articles on the topic 'Naturalistic communication interventions'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Akamoglu, Yusuf, and Hedda Meadan. "Parent-Implemented Communication Strategies During Storybook Reading." Journal of Early Intervention 41, no. 4 (2019): 300–320. http://dx.doi.org/10.1177/1053815119855007.

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Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three comp

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Cycyk, Lauren M., Heather W. Moore, Stephanie De Anda, et al. "Adaptation of a Caregiver-Implemented Naturalistic Communication Intervention for Spanish-Speaking Families of Mexican Immigrant Descent: A Promising Start." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1260–82. http://dx.doi.org/10.1044/2020_ajslp-19-00142.

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Purpose Caregiver-implemented naturalistic communication interventions (CI-NCIs) support the communication abilities of young children with language disorders and enhance the communication behaviors of their caregivers. Yet, few CI-NCIs have been adapted and tested for feasibility with families who speak Spanish at home. This study addresses this gap in the literature by examining the social validity and preliminary outcomes of an adapted CI-NCI program with families who identified as Mexican immigrants and spoke Spanish. Method A multiphase cultural adaptation process enhanced the Language an

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Gevarter, Cindy, and Claudia Zamora. "Naturalistic Speech-Generating Device Interventions for Children With Complex Communication Needs: A Systematic Review of Single-Subject Studies." American Journal of Speech-Language Pathology 27, no. 3 (2018): 1073–90. http://dx.doi.org/10.1044/2018_ajslp-17-0128.

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Purpose This article presents a systematic review that aimed to synthesize single-subject–design studies that have examined naturalistic interventions for teaching the expressive use of speech-generating devices (SGDs) to children with complex communication needs. Specifically, this review describes what intervention strategies are most commonly applied in studies with positive effects and minimal methodological flaws and examines the populations and outcomes for which these strategies have been effective. Method A systematic approach was used to qualitatively code variables of interest to thi

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Akemoglu, Yusuf, Pau Garcia-Grau, and Hedda Meadan. "Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention." Topics in Early Childhood Special Education 39, no. 3 (2019): 144–55. http://dx.doi.org/10.1177/0271121419865945.

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Interventions designed for children with disabilities and their families should be socially valid. Parent-implemented Communication Strategies-Storybook (PiCSS) is an intervention package designed to coach parents on shared storybook reading and naturalistic teaching strategies. In PiCSS program, the participating parents used the communication teaching strategies with high fidelity, and children responded more to their parents’ communication. To evaluate the social validity of PiCSS, we designed video-based rating surveys and collected data from masked raters (college students and practitione

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Dubin, Ashley H., and Rebecca G. Lieberman-Betz. "Naturalistic Interventions to Improve Prelinguistic Communication for Children with Autism Spectrum Disorder: a Systematic Review." Review Journal of Autism and Developmental Disorders 7, no. 2 (2019): 151–67. http://dx.doi.org/10.1007/s40489-019-00184-9.

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Frost, Kyle M., Kaylin Russell, and Brooke Ingersoll. "Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention." Autism 25, no. 7 (2021): 1935–45. http://dx.doi.org/10.1177/13623613211003747.

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Although naturalistic developmental behavioral interventions have a sizable and growing evidence base for supporting the development of children on the autism spectrum, their active ingredients and mechanisms of change are not well understood. This study used qualitative content analysis to better understand the intervention process of a parent-mediated naturalistic developmental behavioral intervention. Caregivers completed weekly written reflection responses as they learned each intervention technique. These responses were coded, and code co-occurrences were examined to understand the relati

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Sone, Bailey J., Aaron J. Kaat, and Megan Y. Roberts. "Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types." Autism 25, no. 7 (2021): 2101–11. http://dx.doi.org/10.1177/13623613211015003.

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Children with autism spectrum disorder benefit from early, intensive interventions to improve social communication, and parent-implemented interventions are a feasible, family-centered way to increase treatment dosage. The success of such interventions is dependent on a parent’s ability to implement the strategies with fidelity. However, measurement of parent strategy use varies across studies. Most studies use one of two types of observational coding measures (macro- and micro-codes). Macro-codes are known for being efficient while micro-codes are known for being precise. This study evaluates

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Dubin, Ashley H., Rebecca G. Lieberman-Betz, Kevin M. Ayres, and Andrea Zawoyski. "The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 35, no. 2 (2019): 79–89. http://dx.doi.org/10.1177/1088357619888917.

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Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communi

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Wright, Courtney A., and Ann P. Kaiser. "Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model." Topics in Early Childhood Special Education 36, no. 4 (2016): 192–204. http://dx.doi.org/10.1177/0271121415621027.

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Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of

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Stronach, Sheri T., and Janine L. Schmedding-Bartley. "Clinical Decision Making in Speech-Language Intervention for Toddlers With Autism and Other Social Communication Delays." Perspectives of the ASHA Special Interest Groups 4, no. 2 (2019): 228–39. http://dx.doi.org/10.1044/2019_pers-sig1-2018-0010.

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Purpose This study investigated current speech-language intervention practices with young children with social communication delays including autism and the educational experiences that shape these practices. Method A 25-item web-based survey was completed by 264 speech-language pathologists who worked with children under the age of 3 years. Results A majority of respondents reported targeting a variety of areas of social communication across daily activities, regularly utilizing the parent as the primary agent, and often providing in-home services; however, a minority of respondents reported

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Trudel, Céliane, and Aparna Nadig. "A role-play assessment tool and drama-based social skills intervention for adults with autism or related social communication difficulties." Dramatherapy 40, no. 1 (2019): 41–60. http://dx.doi.org/10.1177/0263067219834712.

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This study adds to a small literature on social skills measures and interventions for adults with autism spectrum disorder (ASD) or related social communication difficulties (SCD) without intellectual disability (ID). In study 1, a new multimodal assessment tool, the role-play assessment of social skills (R-PASS), was used to measure real-time application of social skills. The scores of adults with ASD/SCD were marginally lower than those of neurotypical adults, with a large effect size, suggesting that the measure can identify differences between the two groups. Therefore, the R-PASS shows po

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Merdiasi, Danella, Sri Tiatri, and Fransisca I. R. Dewi. "PENERAPAN MILIEU TEACHING DALAM MENINGKATKAN KEMAMPUAN BAHASA EKSPRESIF PADA ANAK YANG MENGALAMI KETERLAMBATAN BAHASA." Inspiratif Pendidikan 6, no. 2 (2017): 344. http://dx.doi.org/10.24252/ip.v6i2.5766.

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This study aims to determine the implementation of milieu teaching in improving the ability of expressive language in children who experience language delays. One of the early language interventions used was milieu teaching. Milieu teaching is a naturalistic intervention approach that uses conversational-based strategies to improve language and communication skills in children. Participants in this study amounted to 1 child of a 4-year-old male who experienced language delays and is currently studying in Kindergarten. This research is an experimental research with research design that is singl

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Greyson, Devon, Rod Knight, and Jean A. Shoveller. "Ethics, effectiveness and population health information interventions: a Canadian analysis." Health Promotion International 34, no. 3 (2018): 501–9. http://dx.doi.org/10.1093/heapro/day004.

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Summary Population health information interventions (PHIIs) use information in efforts to promote health. PHIIs may push information to a target audience (communication), pull information from the public (surveillance), or combine both in a bidirectional intervention. Although PHIIs have often been framed as non-invasive and ethically innocuous, in reality they may be intrusive into people’s lives, affecting not only their health but their senses of security, respect, and self-determination. Ethical acceptability of PHIIs may have impacts on intervention effectiveness, potentially giving rise

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Binns, Amanda V., and Janis Oram Cardy. "Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review." Autism & Developmental Language Impairments 4 (January 2019): 239694151882449. http://dx.doi.org/10.1177/2396941518824497.

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Background and aims Developmental social pragmatic interventions are one treatment option for supporting the social communication and language skills of preschool children with autism spectrum disorder. Our first aim was to differentiate interventions using a developmental social pragmatic model from other developmental or naturalistic behavioral approaches. We applied explicit criteria outlining core features of developmental social pragmatic interventions to identify programs that use these core features. We then systematically reviewed studies examining the impact of developmental social pr

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Caprara, Gian Vittorio, Camillo Regalia, Eugenia Scabini, Claudio Barbaranelli, and Albert Bandura. "Assessment of Filial, Parental, Marital, and Collective Family Efficacy Beliefs." European Journal of Psychological Assessment 20, no. 4 (2004): 247–61. http://dx.doi.org/10.1027/1015-5759.20.4.247.

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Summary: This study examines the psychometric properties of four scales designed to assess efficacy beliefs that family members hold about their role as spouse, parent, and child, as well as about the functioning of family as a holistic system. The sample includes about 600 parents and about 1000 adolescents. Psychometric properties of the scales are examined by means of exploratory and confirmatory factor analyses as well as internal coherence coefficients. Validity was examined by means of correlations with indicators of open communication, parental monitoring, aggressive management of confl

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Tomasi, Jessica, Carly Warren, Lauren Kolodzey, et al. "Convergent parallel mixed-methods study to understand information exchange in paediatric critical care and inform the development of safety-enhancing interventions: a protocol study." BMJ Open 8, no. 8 (2018): e023691. http://dx.doi.org/10.1136/bmjopen-2018-023691.

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IntroductionThe effective exchange of clinical information is essential to high-quality patient care, especially in the critical care unit (CCU) where communication failures can have profoundly negative impacts on critically ill patients with limited physiological capacity to tolerate errors. A comprehensive systematic characterisation of information exchange within a CCU is needed to inform the development and implementation of effective, contextually appropriate interventions. The objective of this study is to characterise when, where and how healthcare providers exchange clinical informatio

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Lin, Huifen. "Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis." ReCALL 27, no. 3 (2014): 261–87. http://dx.doi.org/10.1017/s095834401400041x.

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AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independ

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Smith, Janediane, Steven F. Warren, Paul J. Yoder, and Irene Feurer. "Teachers' Use of Naturalistic Communication Intervention Practices." Journal of Early Intervention 27, no. 1 (2004): 1–14. http://dx.doi.org/10.1177/105381510402700101.

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Janik Blaskova, Lenka, and Jenny L. Gibson. "Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children’s own perspectives." Autism & Developmental Language Impairments 6 (January 2021): 239694152110215. http://dx.doi.org/10.1177/23969415211021515.

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Background and aims Children with developmental language disorder (DLD) are at risk of difficulties in their friendships and peer relations. The present review explores how research directly involving children with DLD can inform our understanding of peer relations in this group, and how research insights may change according to the nature of their involvement in the studies. We further examine how these findings might shape current theoretical understandings of the links between language impairment and peer relations. Methods An integrative review methodology was used in order to identify rel

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Lind, Monika N., Michelle L. Byrne, Geordie Wicks, Alec M. Smidt, and Nicholas B. Allen. "The Effortless Assessment of Risk States (EARS) Tool: An Interpersonal Approach to Mobile Sensing." JMIR Mental Health 5, no. 3 (2018): e10334. http://dx.doi.org/10.2196/10334.

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Background To predict and prevent mental health crises, we must develop new approaches that can provide a dramatic advance in the effectiveness, timeliness, and scalability of our interventions. However, current methods of predicting mental health crises (eg, clinical monitoring, screening) usually fail on most, if not all, of these criteria. Luckily for us, 77% of Americans carry with them an unprecedented opportunity to detect risk states and provide precise life-saving interventions. Smartphones present an opportunity to empower individuals to leverage the data they generate through their n

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Kaiser, Ann P., and Megan Y. Roberts. "Parents as Communication Partners: An Evidence-Based Strategy for Improving Parent Support for Language and Communication in Everyday Settings." Perspectives on Language Learning and Education 20, no. 3 (2013): 96–111. http://dx.doi.org/10.1044/lle20.3.96.

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This article describes the Teach-Model-Coach-Review approach for teaching parents to implement Enhanced Milieu Teaching (EMT), an evidence-based naturalistic intervention for young children with language impairment. The article discusses the evidence for parent training as an effective early language intervention approach, the principles and procedures of EMT, the empirical basis of the Teach-Model-Coach-Review approach, and the skills needed to implement this approach.

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Kaiser, Ann, and Courtney Wright. "Enhanced Milieu Teaching: Incorporating AAC Into Naturalistic Teaching With Young Children and Their Partners." Perspectives on Augmentative and Alternative Communication 22, no. 1 (2013): 37–50. http://dx.doi.org/10.1044/aac22.1.37.

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Abstract Enhanced Milieu Teaching (EMT) is an evidence-based naturalistic intervention strategy that teaches functional communication and language skills in everyday interactions with partners. In this manuscript, we describe the key communication support strategies used in EMT and how individuals can use these strategies with augmentative and alternative communication systems. We also present strategies for teaching partners to use EMT with AAC in interactions with young children.

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Grygas Coogle, Christan, Jennifer R. Ottley, Naomi L. Rahn, and Sloan Storie. "Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers." Journal of Early Intervention 40, no. 1 (2017): 87–103. http://dx.doi.org/10.1177/1053815117748692.

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A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers’ use of two targeted naturalistic communication strategies and focus children’s responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers’ use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.

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Dyer, Kathleen, Lori Williams, and Stephen C. Luce. "Training Teachers to Use Naturalistic Communication Strategies in Classrooms for Students With Autism and Other Severe Handicaps." Language, Speech, and Hearing Services in Schools 22, no. 1 (1991): 313–21. http://dx.doi.org/10.1044/0161-1461.2201.313.

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There is a growing body of literature suggesting that effective communication intervention for children with autism and other severe handicaps should be focused in the child’s natural environment. This article describes a teacher training program which uses the speech-language pathologist to train classroom teachers in the use of communication intervention strategies in the classroom. Descriptive data support the usefulness of this model in the classroom setting.

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Harjusola-Webb, Sanna M., and Sandra Hess Robbins. "The Effects of Teacher-Implemented Naturalistic Intervention on the Communication of Preschoolers With Autism." Topics in Early Childhood Special Education 32, no. 2 (2011): 99–110. http://dx.doi.org/10.1177/0271121410397060.

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Stoner, Julia, Hedda Meadan, and Maureen Angell. "A Model for Coaching Parents to Implement Teaching Strategies With Their Young Children With Language Delay or Developmental Disabilities." Perspectives on Language Learning and Education 20, no. 3 (2013): 113–12. http://dx.doi.org/10.1044/lle20.3.112.

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This article focuses on the coaching model used in the Parent-Implemented Communication Strategies (PiCS) Project. The PiCS model was used to train and coach parents to deliver naturalistic and visual teaching strategies in their homes with their young children with developmental disabilities. The foundational concepts and rationale for training and coaching parents to implement intervention are discussed. The PiCS coaching model was developed using best practices of early intervention and includes five steps that prepare parents to implement intervention with high quality.

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Windsor, Kelly S., Juliann Woods, Ann P. Kaiser, Patricia Snyder, and Christine Salisbury. "Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers." Topics in Early Childhood Special Education 39, no. 2 (2019): 73–87. http://dx.doi.org/10.1177/0271121418815250.

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The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention known as Embedded Practices and Intervention with Caregivers (EPIC). Three children, aged 15 to 23 months with significant disabilities, their caregivers, and an early intervention provider participated in this single case multiple probe design study. Pr

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Settina, Nita, Jeffrey L. Marion, and Forrest Schwartz. "Leave No Trace Communication: Effectiveness Based on Assessments of Resource Conditions." Journal of Interpretation Research 25, no. 1 (2020): 5–25. http://dx.doi.org/10.1177/1092587220963523.

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The efficacy of different Leave No Trace (LNT) communication interventions designed to persuade forest visitors to practice low-impact camping behaviors were evaluated. Three depreciative campsite behaviors—littering, tree damage, and surface disposal of human waste—were evaluated by before-and-after resource condition assessments. Three LNT communication interventions were evaluated against a control: (1) an LNT brochure and poster display (non-personal), (2) personal LNT communication by a forest naturalist, and (3) a combination of both non-personal and personal methods. The study populatio

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Fried-Oken, Melanie, Charity Rowland, and Chris Gibbons. "Providing Augmentative and Alternative Communication Treatment to Persons With Progressive Nonfluent Aphasia." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 20, no. 1 (2010): 21–25. http://dx.doi.org/10.1044/nnsld20.1.21.

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Abstract Augmentative and alternative communication (AAC) intervention offers people diagnosed with progressive nonfluent aphasia (PNFA) an opportunity to continue to communicate even as verbal expression declines. To date, there are no well-controlled studies reporting the effectiveness of AAC intervention with people who present with PNFA. Further, there is a pressing need for evidence about specific AAC intervention tools, techniques, and training protocols for persons with PNFA and their communication partners. We have engaged in research studies at the Oregon Health & Science Universi

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McDuffie, Andrea, Ashley Oakes, Wendy Machalicek, et al. "Early Language Intervention Using Distance Video-Teleconferencing: A Pilot Study of Young Boys With Fragile X Syndrome and Their Mothers." American Journal of Speech-Language Pathology 25, no. 1 (2016): 46–66. http://dx.doi.org/10.1044/2015_ajslp-14-0137.

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Purpose This study examined the effects of a naturalistic parent-implemented language intervention on the use of verbally responsive language by mothers of 6 young boys with fragile X syndrome. The intervention included parent education sessions and clinician coaching delivered onsite and by distance video-teleconferencing. Method A single-case multiple baseline across participants was used to examine intervention effects on maternal use of language support strategies. A nonparametric analysis was used to evaluate the relative effectiveness of onsite compared with distance coaching sessions. R

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Sowden, Hannah, Mick Perkins, and Judy Clegg. "Context and communication strategies in naturalistic behavioural intervention: A framework for understanding how practitioners facilitate communication in children with ASD." Child Language Teaching and Therapy 27, no. 1 (2010): 21–38. http://dx.doi.org/10.1177/0265659010369990.

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Robinson, E. J., and W. P. Robinson. "Teaching Children about Verbal Referential Communication." International Journal of Behavioral Development 8, no. 3 (1985): 285–99. http://dx.doi.org/10.1177/016502548500800304.

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The results of both experimental and naturalistic studies show that when young children are told explicitly whether the listener does or does not understand what the speaker means, they advance both in their understanding about message ambiguity and in their communicative performance. We report an investigation of how this explicit information achieves its effects. In a comparison of five forms of intervention we found that when the explicit information was given immediately after the message, as in normal conversation, it was much more effective than when it was given at the end of an exchang

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Breen, Eugene G. "Adverse medication events in a psychiatric practice: a naturalistic study." Psychiatrist 37, no. 12 (2013): 395–97. http://dx.doi.org/10.1192/pb.bp.112.039149.

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Aims and methodTo document the number and type of adverse medication events in a psychiatric sector service. Significant new adverse events were collated by the author and team over 30 months. Intervention to prevent any adverse event was enacted as soon as any were noticed or anticipated.ResultsThirty-six significant events occurred including three deaths and nine near misses. Corrective action was taken immediately any adverse event occurred. Inadequate communication between various hospital clinics, general practitioner practices, psychiatric clinics and pharmacies was the biggest avoidable

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Kaiser, Ann P., and Peggy P. Hester. "Generalized Effects of Enhanced Milieu Teaching." Journal of Speech, Language, and Hearing Research 37, no. 6 (1994): 1320–40. http://dx.doi.org/10.1044/jshr.3706.1320.

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The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined wit

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Law, Gloria C., Maureen Neihart, and Anuradha Dutt. "The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder." Autism 22, no. 4 (2017): 424–39. http://dx.doi.org/10.1177/1362361316683887.

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Communication intervention in early life can significantly impact long-term outcomes for young children with autism. Parents can be vital resources in the midst of the current manpower shortage. Map4speech is a new mobile application developed for parents of children with autism spectrum disorder. It is specially designed to provide high-quality, interactive learning, coupled with frequent feedback and live coaching to train parents in a naturalistic language intervention. A multiple-baseline single-case experimental design was conducted across three parent–child dyads. Results indicate that p

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Bauminger-Zviely, Nirit, and Analia Shefer. "Naturalistic evaluation of preschoolers’ spontaneous interactions: The Autism Peer Interaction Observation Scale." Autism 25, no. 6 (2021): 1520–35. http://dx.doi.org/10.1177/1362361321989919.

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Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are scarce. This study examined psychometric qualities of the newly developed Autism Peer Interaction Observation Scale. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard report

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서안우 and 노진아. "The Effect of Naturalistic Language Intervention on the Nonverbal Communication Behaviors of Young Children with Language Delay." Journal of Special Children Education 17, no. 4 (2015): 147–65. http://dx.doi.org/10.21075/kacsn.2015.17.4.147.

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Gainey, Summer, and Terry S. Falcomata. "Training teachers to use a naturalistic communication intervention may increase communicative interactions in young children with ASD." Evidence-Based Communication Assessment and Intervention 7, no. 1 (2013): 26–30. http://dx.doi.org/10.1080/17489539.2013.802422.

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Wright, Courtney A., Ann P. Kaiser, Dawn I. Reikowsky, and Megan Y. Roberts. "Effects of a Naturalistic Sign Intervention on Expressive Language of Toddlers With Down Syndrome." Journal of Speech, Language, and Hearing Research 56, no. 3 (2013): 994–1008. http://dx.doi.org/10.1044/1092-4388(2012/12-0060).

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Purpose In this study, the authors evaluated the effects of Enhanced Milieu Teaching (EMT; Hancock & Kaiser, 2006) blended with Joint Attention, Symbolic Play, and Emotional Regulation (JASPER; Kasari, Freeman, & Paparella, 2006) to teach spoken words and manual signs (Words + Signs) to young children with Down syndrome (DS). Method Four toddlers (ages 23–29 months) with DS were enrolled in a study with a multiple-baseline, across-participants design. Following baseline, 20 play-based treatment sessions (20–30 min each) occurred twice weekly. Spoken words and manual signs were modeled

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Nunes, Debora, and Mary Frances Hanline. "Enhancing the Alternative and Augmentative Communication Use of a Child with Autism through a Parent‐implemented Naturalistic Intervention." International Journal of Disability, Development and Education 54, no. 2 (2007): 177–97. http://dx.doi.org/10.1080/10349120701330495.

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Lin, Tzu-Ling, Chung-Hsin Chiang, Suk Yin Ho, Hsin-Chi Wu, and Ching-Ching Wong. "Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system." Autism 24, no. 5 (2020): 1300–1306. http://dx.doi.org/10.1177/1362361319897179.

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The Early Start Denver Model is an evidence-based, comprehensive naturalistic developmental behavioral intervention. Randomized controlled studies indicate that long-term, high-intensity Early Start Denver Model in home-based settings can positively impact the clinical outcomes of young children with autism spectrum disorder. However, it is difficult to deliver high-intensity early intervention in an under-resourced country such as Taiwan. This study evaluated the effects of implementing the Early Start Denver Model with adaptations (including low intensity, shorter duration, and delivery in g

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Flanagan, Helen E., Isabel M. Smith, and Fiona Davidson. "The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder." Autism & Developmental Language Impairments 4 (January 2019): 239694151986408. http://dx.doi.org/10.1177/2396941519864084.

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Background and aims We introduce the Assessment of Phase of Preschool Language (APPL), a rating form that characterizes children’s language according to a well-established framework recommended by Tager-Flusberg et al. (2009). The language benchmarks framework defines children’s language as falling at one of the Pre-verbal, First Words, Word Combinations, Sentences, or Complex Language phases for phonology, vocabulary, grammar, pragmatics, and overall language. The APPL is a flexible assessment tool that allows assessors to determine language phase using a range of assessment sources: natural

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Engelstad, Anne-Michelle, Calliope Holingue, and Rebecca J. Landa. "Early Achievements for Education Settings: An Embedded Teacher-Implemented Social Communication Intervention for Preschoolers With Autism Spectrum Disorder." Perspectives of the ASHA Special Interest Groups 5, no. 3 (2020): 582–601. http://dx.doi.org/10.1044/2020_persp-19-00155.

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Purpose Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this iteratively developed intervention when implemented in authentic education settings. We examined (1a) whether a high level of implementation fidelity was attained by EA-ES trained teachers and (1b) whether their fidelity attainment differed from that o

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Stahmer, Aubyn C., Sarah R. Rieth, Kelsey S. Dickson, et al. "Project ImPACT for Toddlers: Pilot outcomes of a community adaptation of an intervention for autism risk." Autism 24, no. 3 (2019): 617–32. http://dx.doi.org/10.1177/1362361319878080.

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This study reports child and family outcomes from a community-based, quasi-experimental pilot trial of Project ImPACT for Toddlers that is a parent-mediated, naturalistic, developmental behavioral intervention for children with or at-risk for autism spectrum disorder developed through a research–community partnership. Community early interventionists delivered either Project ImPACT for Toddlers ( n = 10) or Usual Care ( n = 9) to families based on Part C assigned provider. Twenty-five families participated, with children averaging 22.76 months old ( SD = 5.06). Family and child measures were c

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Delehanty, Abigail D., and Amy M. Wetherby. "Rate of Communicative Gestures and Developmental Outcomes in Toddlers With and Without Autism Spectrum Disorder During a Home Observation." American Journal of Speech-Language Pathology 30, no. 2 (2021): 649–62. http://dx.doi.org/10.1044/2020_ajslp-19-00206.

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Purpose Most toddlers with autism spectrum disorder and other developmental delays receive early intervention at home and may not participate in a clinic-based communication evaluation. However, there is limited research that has prospectively examined communication in very young children with and without autism in a home-based setting. This study used granular observational coding to document the communicative acts performed by toddlers with autism, developmental delay, and typical development in the home environment. Method Children were selected from the archival database of the FIRST WORDS

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Yoon, HaeJoon, and SoHyun Lee. "The Effects of Mother-Mediated Naturalistic Intervention applied Responsive Communication Strategies on Joint Attention Behaviors of Toddlers with Autism Spectrum Disorders." Korean Journal of Early Childhood Special Education 17, no. 3 (2017): 147–71. http://dx.doi.org/10.21214/kecse.2017.17.3.147.

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Reichle, Joe E. "Naturalistic language intervention leads to successful use of a graphic mode communication system among four children with Down syndrome or cerebral palsy." Evidence-Based Communication Assessment and Intervention 4, no. 2 (2010): 93–96. http://dx.doi.org/10.1080/17489539.2010.493059.

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Williams, Brian, Carina Hibberd, Deborah Baldie, et al. "Evaluation of the impact of an augmented model of The Productive Ward: Releasing Time to Care on staff and patient outcomes: a naturalistic stepped-wedge trial." BMJ Quality & Safety 30, no. 1 (2020): 27–37. http://dx.doi.org/10.1136/bmjqs-2019-009821.

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BackgroundImproving the quality and efficiency of healthcare is an international priority. A range of complex ward based quality initiatives have been developed over recent years, perhaps the most influential programme has been Productive Ward: Releasing Time to Care. The programme aims to improve work processes and team efficiency with the aim of ‘releasing time’, which would be used to increase time with patients ultimately improving patient care, although this does not form a specific part of the programme. This study aimed to address this and evaluate the impact using recent methodological

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Whittaker, S. J., and E. J. Robinson. "An Investigation of the Consequences of One Feature of Teacher-Child Talk for Children's Awareness of Ambiguity in Verbal Messages." International Journal of Behavioral Development 10, no. 4 (1987): 425–38. http://dx.doi.org/10.1177/016502548701000404.

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The aim was to identify features of 5-and 6-year-old children's everyday lives which contribute to their understanding about the requirements of effective verbal communication. An analysis of naturalistic data comparing talk to children at home and at school indicated several features of adultchild talk occurring frequently at school but rarely at home. One such feature was the asking of question sequences intended to elicit a particular answer. The teacher continued to ask questions until that answer was supplied. In an intervention study we investigated whether this use of extended question

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Colombo, Desirée, Javier Fernández-Álvarez, Andrea Patané, et al. "Current State and Future Directions of Technology-Based Ecological Momentary Assessment and Intervention for Major Depressive Disorder: A Systematic Review." Journal of Clinical Medicine 8, no. 4 (2019): 465. http://dx.doi.org/10.3390/jcm8040465.

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Ecological momentary assessment (EMA) and ecological momentary intervention (EMI) are alternative approaches to retrospective self-reports and face-to-face treatments, and they make it possible to repeatedly assess patients in naturalistic settings and extend psychological support into real life. The increase in smartphone applications and the availability of low-cost wearable biosensors have further improved the potential of EMA and EMI, which, however, have not yet been applied in clinical practice. Here, we conducted a systematic review, using the Preferred Reporting Items for Systematic Re

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