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Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom

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An Erratum to this article was published on 21 September 2016

Abstract

Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD. Findings suggest the intervention had positive and maintained effects on trial-based use of language targets, as well as concomitant changes in commenting, requesting, and phrase complexity. Implications regarding implementation of NLIs within typical classroom play activities are discussed.

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Author Contributions

JL conceived of the study, designed procedures, trained the implementer and coders, assisted with coding of data, interpreted the data, and drafted the manuscript; CS implemented the procedures, assisted with coding of data, assisted with interpreting data, coded data, and assisted with drafting the manuscript; RLB participated in the design of the study, interpretation of the data, and assisted with drafting the manuscript; All authors read and approved the final manuscript.

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Authors and Affiliations

  1. Department of Early Childhood and Special Education, University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40508, USA

    Justin D. Lane & Collin Shepley

  2. Department of Communication Sciences and Special Education, University of Georgia, 552 Aderhold Hall, Athens, GA, 30602, USA

    Rebecca Lieberman-Betz

Authors
  1. Justin D. Lane
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  2. Collin Shepley
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  3. Rebecca Lieberman-Betz
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Corresponding author

Correspondence to Justin D. Lane.

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Conflict of interest

Justin D. Lane, Collin Shepley and Rebecca Lieberman-Betz declare that they have no conflict of interest.

Human Participants and/or Animals—Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Additional information

An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-016-2917-z.

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Lane, J.D., Shepley, C. & Lieberman-Betz, R. Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom. J Autism Dev Disord 46, 3216–3231 (2016). https://doi.org/10.1007/s10803-016-2856-8

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