The effects of focused stimulation, vertical structuring, and expansions on verbal language in young minimally-verbal children with Autism Spectrum Disorder

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dc.contributor Buhr, Anthony P.
dc.contributor Moss, Laura
dc.contributor Scofield, Jason M.
dc.contributor Saffo, Rachel W.
dc.contributor.advisor Barber, Angela B.
dc.contributor.author Chiarelli, Chelsea Renee
dc.date.accessioned 2017-03-01T17:23:00Z
dc.date.available 2017-03-01T17:23:00Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001884
dc.identifier.other Chiarelli_alatus_0004M_12329
dc.identifier.uri https://ir.ua.edu/handle/123456789/2315
dc.description Electronic Thesis or Dissertation
dc.description.abstract Speech pathologists are often the first line of referral for young children at risk for an ASD. Often, SLPs, especially those who work in state-funded Early Intervention Programs (Part C-Early Intervention, IDEA, 2004), do not have access to training on autism-specific early intervention models (Stahmer, Collings, & Palinkas, 2005). In addition, children who are receiving Early Intervention in community settings often do not have available options for autism-specific interventions, which are offered in many university settings. As a result, the facilitation strategies of focused stimulation, vertical structuring, and expansions are often being implemented in therapy with these children. To our knowledge, no study has measured the effects of these commonly used language strategies on the verbal language in minimally verbal children with ASD. The purpose of this study was to measure the effects of focused stimulation, vertical structuring, and expansions on the acquisition of verbal language in minimally verbal children with ASD. Three toddlers diagnosed with autism were recruited for this study. Intervention took place twice a week for 20-minute sessions, followed by two-generalization probes 4 weeks post intervention. Two out of our three participants demonstrated gains in their verbal language inside of the intervention environment. Results of this study conclude that these intervention strategies are capable of being implemented in community-based intervention settings with successful outcomes.
dc.format.extent 67 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Speech therapy
dc.title The effects of focused stimulation, vertical structuring, and expansions on verbal language in young minimally-verbal children with Autism Spectrum Disorder
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Communicative Disorders
etdms.degree.discipline Speech Language Pathology
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.S.


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