Skip to main content
SpringerLink
Log in

Communication Intervention for Children with Autism: A Review of Treatment Efficacy

  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

Empirical studies evaluating speech and language intervention procedures applied to children with autism are reviewed, and the documented benefits are summarized. In particular, interventions incorporating sign language, discrete-trial training, and milieu teaching procedures have been used successfully to expand the communication repertoires of children with autism. Other important developments in the field stem from interventions designed to replace challenging behaviors and to promote social and scripted interactions. The few studies of the parent and classroom training studies that included language measures also are analyzed. This article seeks to outline the extent to which previous research has helped identify a compendium of effective instructional practices that can guide clinical practice. It also seeks to highlight needs for further research to refine and extend current treatment approaches and to investigate more comprehensive treatment packages.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

REFERENCES

  • Barrera, R. D., Lobatos-Barrera, D., & Sulzer-Azaroff, B. (1980). Asimultaneous treatment comparison of three expressive language training programs with a mute autistic child. Journal of Autism & Developmental Disorders, 10, 21–37.

    Google Scholar 

  • Barrera, R. D., & Sulzer-Azaroff, B. (1983). An alternating treatment comparison of oral and total communication training programs with echolalic autistic children. Journal of Applied Behavior Analysis, 16, 379–394.

    Google Scholar 

  • Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94, 37–48.

    Google Scholar 

  • Brady, D., & Smouse, A. D. (1978). A simultaneous comparison of three methods for language training with an autistic child: An experimental single case analysis. Journal of Autism and Child Schizophrenia, 8(3), 271–279.

    Google Scholar 

  • Buffington, D. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1998). Procedures for teaching appropriate gestural communication skills to children with autism. Journal of Autism and Developmental Disorders, 28, 535–545.

    Google Scholar 

  • Carr, E. G., & Dores, P. A. (1981). Patterns of language acquisition following simultaneous communication with autistic children. Analysis & Intervention in Developmental Disabilities, 1, 347–361.

    Google Scholar 

  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.

    Google Scholar 

  • Carr, E. G., Pridal, C., & Dores, P. A. (1984). Speech versus sign comprehension in autistic children: Analysis and prediction. Journal of Experimental Child Psychology, 37, pp587-597.

    Google Scholar 

  • Casey, L. O. (1978). Development of communicative behavior in autistic children: A parent program using manual signs. Journal of Autism and Child Schizophrenia, 8, 45–60.

    Google Scholar 

  • Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275–285.

    Google Scholar 

  • Charlop, M. H., Schreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal responding in autistic children using a time delay procedure. Journal of Applied Behavior Analysis, 18, 155–166.

    Google Scholar 

  • Charlop, M. H., & Trasowech, J. E. (1991). Increasing childrens daily spontaneous speech. Journal of Applied Behavioral Analysis, 24, 747–761.

    Google Scholar 

  • Charlop, M. H., & Walsh, M. E. (1986). Increasing autistic childrens spontaneous verbalizations of affection: An assessment of time delay and peer modeling procedures. Journal of Applied Behavior Analysis, 19, 307–314.

    Google Scholar 

  • Cole, K., Mills, P. E., Dale, P. S., & Jenkins, J. R. (1996). Preschool language facilitation methods and child characteristics. Journal of Early Intervention, 20, 113–131.

    Google Scholar 

  • Davis, C. A., Brady, M. P., Hamilton, R., McEvoy, M. A., & Williams, R. E. (1994). Effects of high-probability requests on the social interactions of young children with severe disabilities. Journal of Applied Behavior Analysis, 27, pp619-637.

    Google Scholar 

  • Davis, C. A., Brady, M. P., Williams, R. E., & Hamilton, R. (1992). Effects of high-probability requests on the acquisition and generalization of responses to requests in young children with behavior disorders. Journal of Applied Behavior Analysis, 25, 905–916.

    Google Scholar 

  • Durand, V. M., & Carr, E. G. (1987). Social influences on “selfstimulatory” behavior: Analysis and treatment applications. Journal of Applied Behavior Analysis, 20, p119-132.

    Google Scholar 

  • Durand, V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, 777–794.

    Google Scholar 

  • Egel, A. L., Shafer, M. S., & Neef, N. A. (1984). Receptive acquisition and generalization of prepositional responding in autistic children: A comparison of two procedures. Analysis and Intervention in Developmental Disabilities, 4, 285–298.

    Google Scholar 

  • Elliott, R. O., Hall, K., & Soper, H. V. (1991). Analog language teaching versus natural language teaching: Generalization and retention of language learning for adults with autism and mental retardation. Journal of Autism & Developmental Disorders, 21, 433–447.

    Google Scholar 

  • Foxx, R., Faw, G., McMorrow, M., Kyle, M., & Bittle, R. (1988). Replacing maladaptive speech with verbal labeling responses: An analysis of generalized responding. Journal of Applied Behavior Analysis, 21, 411–417.

    Google Scholar 

  • Goldstein, H., & Angelo, D., & Mousetis, L. (1987). Acquisition and extension of syntactic respertoires by severely mentally retarded youth. Research in Developmental Disabilities, 8, 549–574.

    Google Scholar 

  • Goldstein, H., & Brown, W. (1989). Observational learning of receptive and expressive language by preschool children. Education and Treatment of Children, 12, 5–37.

    Google Scholar 

  • Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with handicaps. Journal of Applied Behavior Analysis, 25, 265–280.

    Google Scholar 

  • Goldstein, H., & Hockenberger, E. H. (1991). Significant progress in child language intervention: An 11-year retrospective. Research in Developmental Disabilities, 12, 401–424.

    Google Scholar 

  • Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289–305.

    Google Scholar 

  • Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communication interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209–214.

    Google Scholar 

  • Goldstein, H., Wickstrom, S., Hoyson, M., Jamieson, B., & Odom, S. L. (1988). Effects of sociodramatic script training on social and communicative interaction. Education and Treatment of Children, 11, 97–117.

    Google Scholar 

  • Green, G. (1994). The quality of the evidence. In H. C. Shane (Ed.), Facilitated communication: The clinical and social phenomenon (pp. 157–225). San Diego: Singular

    Google Scholar 

  • Greenwood, C. R. (1991). A longitudinal analysis of time, engagement, and academic achievement in at-risk vs. non-risk students. Exceptional Children, 57, 521–535.

    Google Scholar 

  • Greenwood, C. R., & Delquadri, J. (1995).ClassWide Peer Tutoring and the prevention of school failure. Preventing School Failure, 39(4), 21–25.

    Google Scholar 

  • Handleman, J. S. (1979). Generalization by autistic-type children of verbal responses cross-settings. Journal of Applied Behavior Analysis, 12, 283–294.

    Google Scholar 

  • Handleman, J. S. (1981). Transfer of verbal responses across instructional settings by autistic-type children. Journal of Speech and Hearing Disorders, 46, 69–76.

    Google Scholar 

  • Haring, T. G., & Kennedy, C. H. (1990). Contextual control of problem behavior in students with severe disabilities. Journal of Applied Behavior Analysis, 23, 235–243.

    Google Scholar 

  • Harris, S. L., Handleman, J. S., Kristoff, B., Bass, L., & Gordon, R.(1990). Changes in language development among autistic and peer children in segregated and integrated preschool settings. Journal of Autism and Developmental Disorders, 20, pp23-31.

    Google Scholar 

  • Harris, S. L., Wolchik, S. A., & Milch, R. E. (1982).Changing the speech of autistic children and their parents. Child & Family Behavior Therapy, 4, 151–173.

    Google Scholar 

  • Harris, S. L., Wolchik, S. A., & Weitz, S. (1981). The acquisition of language skills by autistic children: Can parents do the job? Journal of Autism & Developmental Disorders, 11, 373–384.

    Google Scholar 

  • Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411–420.

    Google Scholar 

  • Hepting, N. H., & Goldstein, H. (1996a). Whats natural about naturalistic language intervention? Journal of Early Intervention, 20, 249–265.

    Google Scholar 

  • Hepting, N. H., & Goldstein, H. (1996b). Requesting by preschoolers with developmental disabilities: Videotape self-modeling and learning of new linguistic structures. Topics in Early Childhood Special Education, 16, 407–427.

    Google Scholar 

  • Hinerman, P. S., Jenson, W. R., Walker, G. R., & Peterson, P. B. (1982). Positive practice overcorrection combined with additional procedures to teach signed words to an autistic child. Journal of Autism & Developmental Disorders, 12, 253–263.

    Google Scholar 

  • Horner, R. H., & Budd, C. M. (1985). Acquisition of manual sign use: Collateral reduction of maladaptive behavior and factors limiting generalization. Education and Training of the Mentally Retarded, 20, 39–47.

    Google Scholar 

  • Howlin, P., & Rutter, M. (1989). Mothers speech to autistic children: A preliminary causal analysis. Journal of Child Psychology and Psychiatry, 30, 819–843.

    Google Scholar 

  • Hwang, B., & Hughes, C. (2000). Increasing early social-communicative skills of preverbal preschool children with autism through social interactive training. Journal of the Association for Persons with Severe Handicaps, 25, 18–28.

    Google Scholar 

  • Ihrig, K., & Wolchik, S. A. (1988). Peer versus adult models and autistic childrens learning acquisition, generalization, and maintenance. Journal of Autism & Developmental Disorders, 18, 67–79.

    Google Scholar 

  • Ingenmey, R., & Van Houten, R. (1991). Using time delay to promote spontaneous speech in an autistic child. Journal of Applied Behavior Analysis, 24, 591–596.

    Google Scholar 

  • Jacobson, J. W., & Mulick, J. A. (1995). A history of facilitated communication: Science, pseudoscience, and antiscience. American Psychologist, 50, 750–765.

    Google Scholar 

  • James, S. D., & Egel, A. L. (1986). A direct prompting strategy for increasing reciprocal interactions between handicapped and nonhandicapped siblings. Journal of Applied Behavior Analysis, 19, 173–186.

    Google Scholar 

  • Jocelyn, L. J., Casiro, O. G., Beattie, D., Bow, J., & Kneisz, J. (1998). Treatment of children with autism: A randomized controlled trial to evaluate a caregiver-based intervention program in community day-care centers. Developmental & Behavioral Pediatrics, 19, 326–334.

    Google Scholar 

  • Johnston, J. M., & Pennypacker, H. S. (1993). Strategies and tactics of behavioral research. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Kaiser, A. P., Yoder, P. J., & Keetz, A. (1992). Evaluating milieu teaching. In S. F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 9–47). Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Keogh, D., Whitman, T. L., Beeman, D., & Halligan, K. & Starzynski, T. (1987). Teaching interactive signing in a dialogue situation to mentally retarded individuals. Research in Developmental Disabilities, 8, 39–53.

    Google Scholar 

  • Koegel, R. L., Camarata, S., Koegel, L. K., Ben-Tall, A., & Smith, A. E. (1998). Increasing speech intelligibility in children with autism. Journal of Autism and Developmental Disorders, 28, 241–251.

    Google Scholar 

  • Koegel, R. L., Camarata, S., Valdez-Menchaca, & Koegel, L. (1998). Setting generalization of question-asking by children with autism. American Journal on Mental Retardation, 102, 346–357.

    Google Scholar 

  • Koegel, R. L., Koegel, L. K., & Surratt, A. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22, 141–153.

    Google Scholar 

  • Koegel, R. L., ODell, M. C., & Dunlap, G. (1988).Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, 18, 525–538.

    Google Scholar 

  • Koegel, R. L., ODell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism & Developmental Disorders, 17, 187–200.

    Google Scholar 

  • Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121–132.

    Google Scholar 

  • Krantz, P. J., Zalewski, S., Hall, L., Fenski, E., & McClannahan, L. (1981). Teaching complex language to autistic children. Analysis & Intervention in Developmental Disabilities, 1, 259–297.

    Google Scholar 

  • Laski, K., Charlop, M., & Schreibman, L. (1988). Training parents to use the natural language paradigm to increase their autistic childrens speech. Journal of Applied Behavior Analysis, 21, 391–400.

    Google Scholar 

  • Layton, T. (1988). Language training with autistic children using four different modes of presentation. Journal of Communication Disorders, 21, 333–350.

    Google Scholar 

  • Matson, J. L., Sevin, J. A., Box, M. L., Francis, K. L., & Sevin, B. M. (1993). An evaluation of two methods for increasing self-initiated verbalizations in autistic children. Journal of Applied Behavior Analysis, 26, 389–398.

    Google Scholar 

  • McGee, G. C., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117–126.

    Google Scholar 

  • McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1984). Conversational skills for autistic adolescents: Teaching assertiveness in naturalistic game settings. Journal of Autism & Developmental Disorders, 14, 319–330.

    Google Scholar 

  • McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985). the facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18, 17–31.

    Google Scholar 

  • McIlvane, W. J., Bass, R. W., OBrien, J. M., Gerovac, B. J., & Stoddard, L. T. (1984). Spoken and signed naming of foods after receptive exclusion training in severe retardation. Applied Research in Mentally Retarded, 5, 1–28.

    Google Scholar 

  • McIlvane, W. J., Dube, W. V., Green, G., & Serna, R. W. (1993). Programming conceptual and communication skill development: A methodological stimulus class analysis. In A. P. Kaiser & D. B. Gray (Eds.), Understanding childrens language (pp. 243–285). Baltimore, MD: Paul Brookes.

    Google Scholar 

  • McMorrow, M. J., & Foxx, R. M. (1986). Some direct and generalized effects of replacing an autistic mans echolalia with correct responses to questions. Journal of Applied Behavior Analysis, 19, 289–297.

    Google Scholar 

  • McMorrow, M. J., Foxx, R. M., Faw, G. D., & Bittle, R. G. (1987). Cues-pause-point language training: Teaching echolalics functional use of their verbal labeling repertoires. Journal of Applied Behavior Analysis, 20, 11–22.

    Google Scholar 

  • Neef, N. A., Walters, J., & Egel, A. L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis, 17, pp453-460.

    Google Scholar 

  • Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25–32.

    Google Scholar 

  • Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27, 168–179.

    Google Scholar 

  • Schreibman, L., & Carr, E. G. (1978). Elimination of echolalic responding to questions through the training of a generalized verbal response. Journal of Applied Behavior Analysis, 11, 453–463.

    Google Scholar 

  • Secan, K. E., Egel, A. L., & Tilley, C. S. (1989). Acquisition, generalization, and maintenance of question-answering skills in autistic children. Journal of Applied Behavior Analysis, 22, 181–196.

    Google Scholar 

  • Shafer, M. S., Egel, A. L., & Neef, N. A. (1984). Training mildly handicapped peers to facilitate changes in the social interaction skills of autistic children. Journal of Applied Behavior Analysis, 17, 461–476.

    Google Scholar 

  • Sidman, M. (1960). Tactics of scientific research. New York, NY: Basic Books.

    Google Scholar 

  • Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.

    Google Scholar 

  • Wacker, D. P., Steege, M. W., Northup, J., Sasso, G., Berg, W., Reimers, T., Cooper, L., Cigrand, K., & Donn, L. (1990). A component analysis of functional communication training across three topographies of severe behavior problems. Journal o f Applied Behavior Analysis, 23, 417–429.

    Google Scholar 

  • Wacker, D., Wiggins, B. Fowler, M, & Berg, W. (1988). Training students with profound or multiple handicaps to make requests via microswitches. Journal of Applied Behavior Analysis, 21, 331–343.

    Google Scholar 

  • Wherry, J. N., & Edwards, R. P. (1983). A comparison of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy. Journal of Communication Disorders, 16, 201–216.

    Google Scholar 

  • Yoder, P. J., Kaiser, A. P., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., & Fischer, R. (1995). An exploratory comparison of milieu teaching and responsive interaction in classroom applications. Journal of Early Intervention, 19, 218–242.

    Google Scholar 

  • Yoder, P. J., & Layton, T. L. (1988). Speech following sign language training in autistic children with minimal verbal language. Journal of Autism & Developmental Disorders, 18, 217–230.

    Google Scholar 

  • Yoder, P. J., & Warren, S. F. (1999). Facilitating self-initiated protodeclaratives and proto-imperatives in prelinguistic children with developmental disabilities. Journal of Early Intervention, 22, 337–354.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Florida State University, Tallahassee, Florida, 32306-1200

    Howard Goldstein

Authors
  1. Howard Goldstein
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Goldstein, H. Communication Intervention for Children with Autism: A Review of Treatment Efficacy. J Autism Dev Disord 32, 373–396 (2002). https://doi.org/10.1023/A:1020589821992

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1020589821992

Search

Navigation