Using Structured Discourse as a Language Intervention Technique with Autistic Children A structured discourse strategy, employing child echoic imitations and adult expansion, was used to teach 5 autistic children two-term semantic relations. The 5 male preschoolers in late Stage I of linguistic development were exposed systematically to two-term semantic relations in a structured dialogue with a clinician. A combined multiple baseline ... Reports
Reports  |   August 01, 1989
Using Structured Discourse as a Language Intervention Technique with Autistic Children
 
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Article Information
Reports   |   August 01, 1989
Using Structured Discourse as a Language Intervention Technique with Autistic Children
Journal of Speech and Hearing Disorders, August 1989, Vol. 54, 383-394. doi:10.1044/jshd.5403.383
History: Received May 26, 1988 , Accepted August 17, 1988
 
Journal of Speech and Hearing Disorders, August 1989, Vol. 54, 383-394. doi:10.1044/jshd.5403.383
History: Received May 26, 1988; Accepted August 17, 1988

A structured discourse strategy, employing child echoic imitations and adult expansion, was used to teach 5 autistic children two-term semantic relations. The 5 male preschoolers in late Stage I of linguistic development were exposed systematically to two-term semantic relations in a structured dialogue with a clinician. A combined multiple baseline and AB(A) design was used to examine the relationship between the clinician expansions and the children's subsequent spontaneous imitations and spontaneous productions. The results showed that an increase in modeling and expansion was related to an increase in the children's initial spontaneous imitations of two-term relations. Further, following the increase in spontaneous imitations, spontaneous productions of the two-term relations increased and were maintained, whereas spontaneous imitations subsequently decreased.

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