Naturalistic observations of elicited expressive communication of children with autism: an analysis of teacher instructions

Hsu-Min Chiang

    Research output: Contribution to journalArticlepeer-review

    16 Citations (Scopus)

    Abstract

    This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive communication was very low; (b) the incidence of elicited expressive communication was negatively correlated with autism severity; (c) verbal prompt and a combination of verbal prompt and modeling were the most common types of teacher instruction and the use of physical prompt was a rate event; (d) modeling and verbal prompt were positively correlated with speech and unaided augmentative and alternative communication (AAC) and a combination of verbal prompt and modeling was positively associated with aided AAC; and (e) modeling, verbal prompt, and a combination of modeling and verbal prompt were positively correlated with requesting function and commenting function was positively correlated with modeling and verbal prompt.
    Original languageEnglish
    Pages (from-to)165-178
    Number of pages14
    JournalAutism: the international journal of research and practice
    Volume13
    Issue number2
    DOIs
    Publication statusPublished - 2009

    Keywords

    • Augmentative communication
    • Autism
    • Elicited expression
    • Teacher instructions

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