Naturalistic Teaching Strategies (NATS) to Teach Speech to Children with Autism: Historical Perspective, Development, and Current Practice

1999 ◽  
Vol 4 (1) ◽  
pp. 30-46 ◽  
Author(s):  
Marjorie H. Charlop-Christy ◽  
Linda A. LeBlanc ◽  
Michael H. Carpenter
Keyword(s):  
Teaching Strategies ◽  
Historical Perspective ◽  
Current Practice ◽  
Children With Autism ◽  
Naturalistic Teaching ◽  
Naturalistic Teaching Strategies

Parent-Implemented Communication Strategies During Storybook Reading

2019 ◽  
Vol 41 (4) ◽  
pp. 300-320 ◽  
Author(s):  
Yusuf Akamoglu ◽  
Hedda Meadan
Keyword(s):  
Time Delay ◽  
Teaching Strategies ◽  
Book Reading ◽  
Evidence Based ◽  
Storybook Reading ◽  
Baseline Design ◽  
Use Of Time ◽  
Naturalistic Teaching ◽  
Communication Interventions ◽  
Naturalistic Teaching Strategies

Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery

Autism ◽  
2021 ◽  
pp. 136236132110016
Author(s):  
Eliana Hurwich-Reiss ◽  
Colby Chlebowski ◽  
Teresa Lind ◽  
Kassandra Martinez ◽  
Karin M Best ◽  
...  
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Usual Care ◽  
Teaching Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Active Teaching

This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.

Current Perspectives on Teaching Strategies in Children with Autism (ASD)

2019 ◽  
Vol 11 (12-SPECIAL ISSUE) ◽  
pp. 513-518
Author(s):  
Fabian Hugo Rucano Paucar ◽  
Ruben Fernando Palomino Quispe ◽  
Maria Elena Rojas Zegarra ◽  
Hilda Fernandez Quispe ◽  
Christopher Anderson Paricahuachoque ◽  
...  
Keyword(s):  
Teaching Strategies ◽  
Children With Autism

Visual Teaching Strategies for Children with Autism

2003 ◽  
Vol 173 (4) ◽  
pp. 425-433 ◽  
Author(s):  
Catherine Tissot ◽  
Roy Evans
Keyword(s):  
Teaching Strategies ◽  
Children With Autism
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