Purpose: Conversational latency entails the temporal feature of turn-taking, which is understudied in autistic children. The current study investigated the influences of child-based and parental factors on conversational latency in autistic children with heterogeneous spoken language abilities. Method: Participants were 46 autistic children aged…

The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with Autism Spectrum Disorder (ASD). We examined effects of using Virtual Voice Assistant (VVAs) in children with ASD with respect to two outcomes: speech skills and social interaction…

Background: Pivotal response treatment (PRT) is suggested to be an effective treatment for children with autism spectrum disorder (ASD). Objectives: We aimed to compile evidence examining the effectiveness of PRT on social communication, social interaction, and repetitive behavior for children with ASD. Methods: We performed a systematic and…

This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers' use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate…

To determine maternal stress and child variables predicting maternal stress, 104 mothers of children with autism spectrum disorder (ASD) and intellectual disability (ID) completed the Dutch version of the Parental Stress Index (PSI; De Brock, Vermulst, Gerris, & Abidin, 1992) every six months over a period of two years. The level of maternal…

It is well established that language development in children with autism is disturbed in a number of ways, and evidence is accumulating that their emerging linguistic skills may be related to interactive competences such as joint attention, imitation and certain aspects of play as has been found in normally developing children. The present study…

The study investigated the conversational participation of eight language-impaired children (ages 6-8) in interactions with normal language peers. No significant differences were found between impaired and normal children in number and proportion of topics maintained, topics introduced, or topics shaded. A familiarity effect in Session 2 was also…

This study assessed the relation between pre-intervention variables (cognition, socialization and communication) to outcome in young children with autism. Method: Twenty five children with autism (20-32 months) were enrolled in intensive behavior intervention. The children were divided into groups based on their IQ scores and on the severity of…

Studied one aspect of communication competency: how people express emotions through verbal behavior. Found, among other conclusions, that references to unpleasant emotions outnumber references to pleasant emotions almost two to one. (PD)

This document consists of three separately published fact sheets combined here because of the close relationship of their subject matter. The first fact sheet, "Communication Interactions: It Takes Two" (Kathleen Stremel), defines communication; suggests ways to find opportunities for interactive communication; offers specific suggestions for…

This document consists of three separately published fact sheets combined here because of the close relationship of their subject matter. The first fact sheet, "Communication Interactions: It Takes Two" (Kathleen Stremel), defines communication; suggests ways to find opportunities for interactive communication; offers specific suggestions for…

Background: Psychosocial treatments are the mainstay of management of autism in the UK but there is a notable lack of a systematic evidence base for their effectiveness. Randomised controlled trial (RCT) studies in this area have been rare but are essential because of the developmental heterogeneity of the disorder. We aimed to test a new…

This report describes a practicum that was designed to improve the social skills of eight preschool children with autism or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), through interactions with their typically developing peers. The children were taught in a classroom with eight typically developing children using a regular…