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
Authors | Simpson, Kate, Keen, Deb and Lamb, Janeen |
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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. |
Year | 2015 |
Journal | Journal of Intellectual and Developmental Disability |
Journal citation | 40 (2), pp. 126 - 136 |
ISSN | 1366-8250 |
Digital Object Identifier (DOI) | https://doi.org/10.3109/13668250.2015.1014026 |
Page range | 126 - 136 |
Research Group | School of Education |
Publisher's version | File Access Level Controlled |
https://acuresearchbank.acu.edu.au/item/88y74/teaching-receptive-labelling-to-children-with-autism-spectrum-disorder-a-comparative-study-using-infant-directed-song-and-infant-directed-speech
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