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• W2186890233 abstract "p/: the touch prompt of putting lips with index finger and thumb was used to shape sound. Rewards included pop, Pez, pretzels, pillow and play. 2. /f/: a tissue for AI to on was used to shape sound as well as the verbal prompt on bottom lip. Rewards included Fruit Loops , fruit chews, and finished. 3. /s/: the verbal prompt, smile and blow or together was used to shape sound. Rewards included sour candy, sesame candy, and Skittles. 4. /t/: the touch prompt strategy putting two fingers to teeth was used to shape sound. This touch prompt was also used to increase awareness of having the touch the alveolar ridge. Rewards included Tic Tacs and Teddy Grahams. 5. /θ/ th: the verbal prompt, tongue out and blow to shape sound. Instructional sessions included use of /θ/ for thirsty, this and 3 Musketeers. 6. /m/: introduced without a prompt as humming was already part of AI's repertoire. Rewards included M&Ms and Mentos. /m/ was discontinued due to lack of progress and then reintroduced as AI's repertoire and ability to imitate increased. Between one-third and one-half of all individuals with autism never develop functional speech, and it is rare for a truly nonverbal individual to become verbal after the age of 5. We studied whether it was possible to establish oral communication in a non-verbal teenager with autism, and which method(s) for doing so seemed to be most successful. The subject, AI (not his real initials), was 13 years old at the start of the study. He was in a full-time home-based educational program, with 1:1 teaching. The basic goals were to teach the subject to make vocalizations voluntarily in a communicative situation, then (b) to use consonants and vowels already in the individual's repertoire as words for specific communicative needs. The basic methods used were (1) assessment of stereotypic vocalizations, (2) modeling and reinforcement of successive approximations of the targeted speech sound, and (3) maintenance of reliably produced speech sounds. Training was done during both scheduled classroom instruction and outside activities. Results: In 26 months, the subject learned to reliably use and imitate the consonants /p,f,s,t,ɵ/ (p,f,s,t,th) as word approximations for communication. In the latter part of period, he began imitating the production of the short vowels: /ae,ʌ,ɛ,ɪ/ (a,u,e,i) and the long vowel /e/ (a) as well as the consonant-vowel combination of /hae/ (h plus short a). Results suggest that intervention led to the establishment of volitional speech-like abilities in an older individual with autism." @default.
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• W2186890233 date "2004-01-01" @default.
• W2186890233 modified "2023-09-23" @default.
• W2186890233 title "TRAINING SPEECH SOUNDS IN NON-VERBAL AUTISM: A CASE STUDY" @default.
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