Teaching receptive labelling to children with autism spectrum disorder : A comparative study using infant-directed song and infant-directed speech
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
|Authors||Simpson, Kate, Keen, Deb and Lamb, Janeen|
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.
|Keywords||autism spectrum disorder; communication; children; intervention; music|
|Journal||Journal of Intellectual and Developmental Disability|
|Journal citation||40 (2), pp. 126-136|
|Digital Object Identifier (DOI)||https://doi.org/10.3109/13668250.2015.1014026|
|Open access||Published as green open access|
|Funder||Australian Catholic University (ACU)|
|Research Group||School of Education|
|Author's accepted manuscript|
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|Online||26 Feb 2015|
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