Teaching receptive labelling to children with autism spectrum disorder : A comparative study using infant-directed song and infant-directed speech

Journal article

Simpson, Kate, Keen, Deb and Lamb, Janeen. (2015). Teaching receptive labelling to children with autism spectrum disorder : A comparative study using infant-directed song and infant-directed speech. Journal of Intellectual and Developmental Disability. 40(2), pp. 126-136. https://doi.org/10.3109/13668250.2015.1014026
AuthorsSimpson, Kate, Keen, Deb and Lamb, Janeen
Abstract

Background There is a growing body of literature investigating the efficacy of music interventions for children with autism spectrum disorder (ASD); however, little empirical research has been conducted into the use of musical elements to facilitate language learning.

Methods This crossover-design study compared the responses of 22 children with ASD (M age = 5.88 years) to sung and spoken instructions embedded into a computer-based communication intervention designed to teach receptive labelling.

Results There was no significant difference between the sung and spoken conditions. Following both conditions, there was a significant increase in receptive labelling skills; skills were generalised and were maintained at follow-up. A difference in group performance was found.

Conclusion Further research is required to investigate child characteristics that may impact on children's performance using this approach.

Keywordsautism spectrum disorder; communication; children; intervention; music
Year2015
JournalJournal of Intellectual and Developmental Disability
Journal citation40 (2), pp. 126-136
PublisherRoutledge
ISSN1366-8250
Digital Object Identifier (DOI)https://doi.org/10.3109/13668250.2015.1014026
Scopus EID2-s2.0-84929264890
Open accessPublished as green open access
Page range126-136
FunderAustralian Catholic University (ACU)
Research GroupSchool of Education
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Online26 Feb 2015
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