title: An evaluation of two methods for increasing self-initiated verbalizations in autistic children.
abstract: Three children with autism and mental retardation were treated for deficits in self-initiated speech. A novel treatment package employing visual cue fading was compared with a graduated time-delay procedure previously shown to be effective for increasing self-initiated language. Both treatments included training multiple self-initiated verbalizations using multiple therapists and settings. Both treatments were effective, with no differences in measures of acquisition of target phrases, maintenance of behavioral gains, acquisition with additional therapists and settings, and social validity.
authors.affiliation: Department of Psychology, Louisiana State University, Baton Rouge 70803-5501.
authors.forename: J L
authors.initials: JL
authors.lastname: Matson
authors.forename: J A
authors.initials: JA
authors.lastname: Sevin
authors.forename: M L
authors.initials: ML
authors.lastname: Box
authors.forename: K L
authors.initials: KL
authors.lastname: Francis
authors.forename: B M
authors.initials: BM
authors.lastname: Sevin
mesh_terms: D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D002675:Child, Preschool; D004454:Echolalia / Q000523:psychology / Q000628:therapy; D005500:Follow-Up Studies; D005793:Generalization, Psychological; D006801:Humans; D007805:Language Development Disorders / Q000523:psychology / Q000628:therapy; D008297:Male; D009042:Motivation; D012919:Social Behavior; D014705:Verbal Behavior