The DOI matches its Crossref record; 59 of the 61 references it cites were found in a registry or an index, and 2 are not checked yet; none of the 60 sources its claims cite is checked for support yet.
Minimally Verbal School‐Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum
Open accessAbstract
It is currently estimated that about 30% of children with autism spectrum disorder remain minimally verbal, even after receiving years of interventions and a range of educational opportunities. Very little is known about the individuals at this end of the autism spectrum, in part because this is a highly variable population with no single set of defining characteristics or patterns of skills or deficits, and in part because it is extremely challenging to provide reliable or valid assessments of their developmental functioning. In this paper, we summarize current knowledge based on research including minimally verbal children. We review promising new novel methods for assessing the verbal and nonverbal abilities of minimally verbal school‐aged children, including eye‐tracking and brain‐imaging methods that do not require overt responses. We then review what is known about interventions that may be effective in improving language and communication skills, including discussion of both nonaugmentative and augmentative methods. In the final section of the paper, we discuss the gaps in the literature and needs for future research. Autism Res 2013, 6: 468–478. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.
Checked 2026-10-06 · 2 references not checked yet
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48 Not checked yet · 16 No basis given · 15 Own interpretation · 3 Own method
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In the paper
“One significant barrier is the dearth of valid, reliable and appropriate means for direct assessments of this population.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For all these reasons it is often not possible to conduct direct assessments using currently available standardized tests”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Retrospective parent report data suggest that infants who are later diagnosed with autism and fail to acquire spoken language show very significant delays in developing oral motor skills during the first year of life (Gernsbacher et al., 2008)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Gernsbacher et al., 2008
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“though some caution is warranted as it is unlikely that the same progress could be replicated across the majority of nonverbal individuals with ASD”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
hedgedSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“As these nonverbal children get older, about 25% begin to show more significant adverse consequences of having no means for communicating, with increased social withdrawal on the social lethargy subscale of the Aberrant Behavior Checklist (Lord, 2010)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Lord, 2010
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“One example in this line of work found that, compared to discrete trial training, creating more opportunities for incidental teaching via parents was associated with greater success in increasing verbal responses in three nonverbal boys between 6 and 9 years of age (Charlop-Christy et al., 2002).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > a) Interventions targeting spoken language outcomes in school-aged children
What the sources say
- Not checked yetcites Charlop-Christy et al., 2002
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“The ability to imitate sounds and simple movements is one key predictor of expressive language (e.g., Luyster et al., 2008; Stone & Yoder, 2001; Thurm et al., 2007)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Luyster et al., 2008
- Not checked yetcites Stone & Yoder, 2001
- Not checked yetcites Thurm et al., 2007
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Standard methods for assessing even foundational cognitive or receptive language skills depend on a range of behaviors that may not part of the repertoire of the minimally verbal child.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result, we know little about the heterogeneity in language learning of a broad spectrum of children, particularly during transition periods, from preschool to school age, childhood to adolescence, and adolescence to adulthood.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Response to joint attention predicts receptive language (Anderson et al., 2007; Luyster et al., 2008; Sigman & McGovern, 2005)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Anderson et al., 2007
- Not checked yetcites Luyster et al., 2008
- Not checked yetcites Sigman & McGovern, 2005
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“With training and preparation, the majority of participants were able to provide useful data (see also Connolly et al., 2011).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > b) Neurophysiology
What the sources say
- Not checked yetcites Connolly et al., 2011
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“it is now clear that some children with ASD do begin speaking after this point, as highlighted in a review by Pickett and her colleagues (Pickett et al., 2009)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Pickett et al., 2009
boostedn = 167- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“For paradigms that rely on subtle timing of eye movements as a measure of linguistic knowledge, there may be some concern that oculomotor abnormalities that have been identified in some children with ASD will affect interpretation of data (e.g., Takarae et al., 2007).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > d) Evaluation of novel methods of assessment
What the sources say
- Not checked yetcites Takarae et al., 2007
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“about 25–30% will be nonverbal, or only minimally verbal by the time they enter Kindergarten (Anderson et al, 2007)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Anderson et al, 2007
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Most of the published studies on older minimally verbal children with ASD fail to provide much information about the participants other than age and expressive language level (cf. Pickett et al., 2009)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition
What the sources say
- Not checked yetcites Pickett et al., 2009
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Nevertheless, because passive paradigms can be implemented with MEG, it has some potential to be used for these purposes, as is the case with ERPs (Gage et al., 2011).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > c) Magnetoencephalography
What the sources say
- Not checked yetcites Gage et al., 2011
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Indeed, there is little evidence that PECS increases the production of spoken language (Preston & Carter, 2009).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
What the sources say
- Not checked yetcites Preston & Carter, 2009
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Preliminary data indicate that, like verbal children with autism and typically developing children, minimally verbal children with autism look longer at matching pictures for words that they know, but fail to do so for words they do not understand (Edelson, et al., 2008).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > a) Eye-tracking
What the sources say
- Not checked yetcites Edelson, et al., 2008
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Eye-tracking measures assume that when a child hears a word, phrase, or sentence, the child will locate and look longer at an image matching the target language than at an unrelated image placed next to it.
- The authors state this as an assumption: If a child looks reliably longer at the matching image, it is assumed that the child understands the linguistic stimulus.
None of the sources cited for this claim have been checked yet.
In the paper
“nonverbal cognitive abilities predict both expressive and receptive language (Luyster et al., 2008; Thurm et al., 2007)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Luyster et al., 2008
- Not checked yetcites Thurm et al., 2007
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“In preliminary findings, Benasich et al. (2011) reported that some minimally verbal children showed the expected ERP responses, while others did not.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > b) Neurophysiology
What the sources say
- Not checked yetcites Benasich et al. (2011)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Intervention studies of older, school-aged children often focus on verbal higher functioning children (e.g., improving pragmatic skills), also excluding children who are minimally verbal.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These outcomes with younger children appear stronger than those obtained from older minimally verbal children.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most success has been found in helping children increase requesting initiations and responses, primarily in studies using visually based augmentative systems such as PECS, but there are no data on improvements in other communicative functions, such as commenting.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > e) Summary and evaluation of interventions research
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“These findings were found independent of the children’s initial autism severity scores and nonverbal IQ.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Bopp et al. (2009)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Using naturalistic behavioral approaches, specifically, pivotal response training (PRT), Koegel et al, (2009) found that 3 and 4 year old children with ASD acquired spoken words if they were cued to attend (e.g., using a ‘high five’ gesture) prior to being prompted to say a word.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
What the sources say
- Not checked yetcites Koegel et al, (2009)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“For example, Sigman and Ruskin (1999) reported that responding to joint attention predicted spoken language up to 10 years later in a sample of children with autism who were originally assessed during the preschool years.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Sigman and Ruskin (1999)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“In another study, even a minimal amount of language predicted spoken language gains in children who began PECS treatment between 4 and 10 years of age (Gordon et al, 2011).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Gordon et al, 2011
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Toddlers who received interventions of speech input or output using a speech-generating device had larger spoken and augmented vocabularies compared to toddlers who received only standard speech therapy.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
What the sources say
- Not checked yetcites Romski et al, 2010 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“One further limitation in all these studies is that when language is targeted or is reported to improve, the language function is nearly always limited to requesting.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Children who scored high on measures of inattentiveness and demonstrated limited social motivation made far less progress in acquiring language.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Bopp et al. (2009)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“In an ongoing RCT with preschoolers comparing PECS (visual approach) with PRT (verbal approach) one of the predictors of better outcomes in both conditions was if a child had one or more words prior to treatment (Schreibman, 2010).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Schreibman, 2010
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“In another study using a combination of naturalistic, developmental and behavioral strategies, 3 and 4 year old children with autism were randomized to one of three conditions: joint attention intervention, symbolic play intervention or control ABA only (Kasari et al, 2006).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
What the sources say
- Not checked yetcites Kasari et al, 2006
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The data from studies of younger children suggesting that attentiveness, social motivation, object play skills, and even a limited vocal repertoire indicate that all these factors predict better communication outcomes.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > e) Summary and evaluation of interventions research
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Current intervention research for the minimally verbal older child with ASD has mostly focused on behavioral and naturalistic interventions aimed at encouraging spoken language with or without the assistance of AAC systems.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > e) Summary and evaluation of interventions research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Unlike PECS, which has a specific sequence of teaching children how to use the system, speech generating devices do not have a similar teaching package for teachers.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, these data suggest significant benefits of speech generating devices in increasing communication (spoken and augmented) at least over a short period of time in preschool-aged children.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“One issue may be the lack of specific teaching strategies that can be utilized by teachers and parents when they have access to an AAC system.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To date, there is scant evidence for effective language interventions for these children.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > e) Summary and evaluation of interventions research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is also limited spoken language change as a result of AAC interventions with older children.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > e) Summary and evaluation of interventions research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, we know almost nothing about minimally verbal older children, children who despite access to these interventions fail to acquire spoken language skills.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“For example, one RCT with preverbal toddlers of mixed etiologies reported increased vocabularies when these children were using speech-generating devices (Romski et al, 2010).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
What the sources say
- Not checked yetcites Romski et al, 2010 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Interestingly, behaviors one would expect to interfere with language development, such as acting out or repetitive behaviors were not associated with language outcomes.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Bopp et al. (2009)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“In examining the prediction to language over the course of two years for children who began intervention when they were about 4 years-old, Bopp et al. (2009) found two factors were significant: inattentiveness and social motivation.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Bopp et al. (2009)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“but there are no data on improvements in other communicative functions, such as commenting.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > e) Summary and evaluation of interventions research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Several studies have found that preschool-aged children with limited spoken language skills become verbal from exposure to augmentative communication approaches including PECS, sign language or speech generating devices (e.g., Romski et al, 2010; Sulzer-Azaroff et al, 2009).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
What the sources say
- Not checked yetcites Romski et al, 2010 source
- Not checked yetcites Sulzer-Azaroff et al, 2009
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Several studies have found that joint attention skills (both responding and initiating) predict later language acquisition.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 12
- It may state two separate claims as one. 28
- The quote only partly states this claim. 1
In the paper
“Older statistics suggest that over half of all children with autism failed to acquire spoken language (National Research Council, 2001)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites National Research Council, 2001
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“It is currently estimated that about 30% of children with autism spectrum disorder remain minimally verbal, even after receiving years of interventions and a range of educational opportunities.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > Abstract
What the sources say
- Not checked yetcites Tager-Flusberg, Lord & Paul, 2005
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“These include the use of eye-tracking measures (cf. Aslin, 2007; Aslin & McMurray, 2004), neurophysiological measures including event-related potentials (ERP) or electroencephalography (EEG; Choudhury & Benasich, 2011; Connolly et al., 2006), and magneto-encephalography (MEG; Imada et al., 2006), which are more feasible to implement than other brain imaging methods.”
- Also stated in: § (2) Novel technologies for assessing receptive language and cognition · plain
“At this point, most of these methods, which do not require the child to understand or follow even minimal instructions and do not require an overt motor response, are in the development phase for studies on minimally verbal children with ASD, with several research groups evaluating their reliability and validity.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition
What the sources say
- Not checked yetcites Aslin, 2007
- Not checked yetcites Aslin & McMurray, 2004
- Not checked yetcites Imada et al., 2006
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § (2) Novel technologies for assessing receptive language and cognition · plain
In the paper
“All the successful children at these older ages seemed to be motivated to communicate orally, and had received intensive, often behaviorally based, training in the formation of sounds and words.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Pickett et al., 2009
hedgedcorrelationaln = 167- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“For all of them, children must receive training to tolerate the testing environment, and minimize movement.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > d) Evaluation of novel methods of assessment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“The boys in this study learned to say and generalize set phrases, such as, “Good morning” but there is no evidence they could spontaneously produce non-targeted words or phrases.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > a) Interventions targeting spoken language outcomes in school-aged children
What the sources say
- Not checked yetcites Charlop-Christy et al., 2002
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“These children had some conceptual and semantic abilities that allowed them to map sounds to meaning, and were more likely to have nonverbal IQ scores over 50.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Pickett et al., 2009
hedgedcorrelationaln = 167- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“this group of children is extremely variable and therefore no single explanation will account for all minimally verbal children”
- Also stated in: § (1) Minimally verbal children with ASD · hedged
“These examples of heterogeneity in cognitive and linguistic skills among minimally verbal children with ASD provide support for the view that no single underlying mechanism will explain why these children do not learn to speak.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § (1) Minimally verbal children with ASD · hedged
In the paper
“One exception is a study that used a single-subject multiple baseline design in which 2 of the 3 children were over age 5 (Charlop-Christy et al, 2002). Both the older children increased their use of requesting with the picture cues and also increased their spontaneous production of spoken requests.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
What the sources say
- Not checked yetcites Charlop-Christy et al, 2002
plaindirectn = 2- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“while some minimally verbal school aged children have low receptive and expressive language skills, other children with minimal expressive language scores have good receptive language abilities, which are correlated with their nonverbal abilities (Rapin et al., 2009)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Rapin et al., 2009
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Most children beyond preschool age are not completely nonverbal; they often have some words or phrases that may or may not be used communicatively.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Thus, in these studies changes in communication were limited to the requesting function and increased responding, not spontaneous initiations.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > a) Interventions targeting spoken language outcomes in school-aged children
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“estimates are that about two-thirds to three-fourths of all children will have some words, and that at least half will be able to use phrase speech by the time they enter primary school (Anderson et al, 2007; Magiati, Moss, Charman & Howlin, 2011; Turner, Stone, Pozdol, & Coonrod, 2006)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Anderson et al, 2007
- Not checked yetcites Magiati, Moss, Charman & Howlin, 2011
- Not checked yetcites Turner, Stone, Pozdol, & Coonrod, 2006
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“While MEG provides the richest data on temporal and spatial processing from cortical systems and is well suited for single subject data collection, it is expensive and currently less well developed for capturing specific stages of linguistic processing than ERPs.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > d) Evaluation of novel methods of assessment
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“For all these technologies, there is a trade-off between having a sufficiently large number of valid trials (yielding usable, artifact-free data) and the length of a testing session.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > d) Evaluation of novel methods of assessment
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In the only randomized clinical trial (RCT) including children over age five, the effectiveness of PECS for 84 children was assessed (Howlin et al, 2007).”
- Also stated in: § b) Interventions using augmentative and alternative communication (AAC) · plain
“The main findings were that the children in classrooms whose teachers, parents and staff had received PECS training initiated communication at a higher rate using PECS, but there was no main effect on the use of spoken language.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
What the sources say
- Not checked yetcites Howlin et al, 2007
plaindirectn = 84- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § b) Interventions using augmentative and alternative communication (AAC) · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings suggest that neurophysiological measures can distinguish between children who do understand speech from those who fail to, though it should be noted that not all participants with ASD were able to provide sufficient artifact-free data for analysis.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > b) Neurophysiology
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Intervention studies often exclude ‘low functioning’ potentially nonverbal children. For example, studies of comprehensive early interventions (e.g., Dawson et al, 2009; Lovaas, 1987) have excluded children with developmental quotients (or IQ scores) below 35 or developmental ages below 12 months.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD
What the sources say
- Not checked yetcites Dawson et al, 2009
- Not checked yetcites Lovaas, 1987
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“They surveyed the literature from 1951–2006 and identified 167 cases of children who started speaking after age 5. The majority began talking between the ages of 5 and 7, and some at even older ages, up to age 13.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Pickett et al., 2009
plainn = 167- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“While the majority of these children increased their single word utterances, only about one-third moved into phrase speech.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Pickett et al., 2009
plainn = 167- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Thus, PECS does not appear to inhibit the development of spoken language, but there is only limited evidence that the use of PECS facilitates increased spoken language (Schlosser & Wendt, 2008).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
What the sources say
- Not checked yetcites Schlosser & Wendt, 2008
hedgedn = 3- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“a recent large-scale study of preschoolers found that while some minimally verbal children have low nonverbal IQ, others do not (Munson et al., 2008)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (1) Minimally verbal children with ASD
What the sources say
- Not checked yetcites Munson et al., 2008
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Methods must provide meaningful measures at the individual child level; this is currently more easily achieved for eye-tracking and MEG than for ERP, which relies mostly on group comparisons, averaging across participants.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > d) Evaluation of novel methods of assessment
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“A MEG system is, however, far more expensive than EEG, not portable, and is generally not available outside major research centers. Most MEG machines are built for adult use, and may require adaptation for use with younger children (Imada et al., 2006).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (2) Novel technologies for assessing receptive language and cognition > c) Magnetoencephalography
What the sources say
- Not checked yetcites Imada et al., 2006
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“These young children had failed to respond to traditional behavioral treatments, and had been considered “non-responders” to other interventions.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
What the sources say
- Not checked yetcites Koegel et al, (2009)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Despite single subject studies of successful use of AAC speech generating systems for increasing communication and spoken language in some individuals (Schlosser & Wendt, 2008; Sigafoos et al, 2004), researchers report very limited use of AAC devices either in classrooms or at home (Brady, 2010).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
What the sources say
- Not checked yetcites Schlosser & Wendt, 2008
- Not checked yetcites Sigafoos et al, 2004
- Not checked yetcites Brady, 2010
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, recruiting the children’s attention and then delivering the word prompt yielded significant improvement in producing words.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“But little research has been conducted to evaluate these technologies, and most do not have systematic curricula associated with them that would potentially enhance their efficacy.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (4) Future research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The two experimental interventions (joint attention and symbolic play) not only yielded significant improvements in joint attention and play skills, they also predicted better expressive, spoken language one year later (Kasari et al, 2008).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > c) Application of preschool interventions to school-aged children
What the sources say
- Not checked yetcites Kasari et al, 2008
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“One issue to tackle is the heterogeneity in the definitions of ‘nonverbal’ and in assessments of child characteristics prior to intervention.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > e) Summary and evaluation of interventions research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We have clearly made considerable progress in understanding early predictors of language acquisition and the development of effective interventions that target toddlers and preschoolers with ASD.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > Conclusions
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Intervention studies with older children have generally relied on case studies or single subject designs, and the participants enrolled in these studies have not been adequately characterized.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (4) Future research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“But little research has been conducted to evaluate these technologies, and most do not have systematic curricula associated with them that would potentially enhance their efficacy.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (4) Future research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Intervention studies with older children have generally relied on case studies or single subject designs, and the participants enrolled in these studies have not been adequately characterized.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (4) Future research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Randomized controlled trials are rare.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (4) Future research
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Sherer and Schreibman (2005) found that the best responders to PRT interventions were those children who were more engaged with objects, had some verbal behavior (echolalia), more social approach and less avoidance behavior.”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > d) Factors associated with communication outcomes
What the sources say
- Not checked yetcites Sherer and Schreibman (2005)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The authors state this as an assumption.
Eye-tracking measures assume that when a child hears a word, phrase, or sentence, the child will locate and look longer at an image matching the target language than at an unrelated image placed next to it.
“the basic assumption of eye-tracking measures is that when a child hears a word, phrase or sentence, he or she will locate and then look longer at an image (picture, cartoon, or video) that matches the target language than at an unrelated image placed next to the matching image”
The authors state this as an assumption.
If a child looks reliably longer at the matching image, it is assumed that the child understands the linguistic stimulus.
“If a child looks reliably longer at the matching image (ensuring through counterbalanced presentation that the child does not show a significant bias to looking mostly at one side of the screen), then it is assumed that the child understands the linguistic stimulus.”
The paper relies on this without support.
Useful speech by age 5 consistently predicts better social and adaptive functioning later in life.
“Given the goal that “useful speech by age 5” consistently predicts better social and adaptive functioning later in life”
The paper relies on this without support.
The developmental level of preschoolers with autism is similar enough to that of older minimally verbal children that adapting effective early interventions for older children could be beneficial.
“The younger developmental age of preschoolers with autism may be commensurate with the skill levels of older minimally verbal children, such that adapting effective early interventions for older children may prove beneficial.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“For example, ∼30% of individuals with ASD remain minimally verbal throughout life (5)”
From Genetics and genomics of autism spectrum disorder: embracing complexity (2015) · cites this paper as [5]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > a) Interventions targeting spoken language outcomes in school-aged children
“three nonverbal boys between 6 and 9 years of age (Charlop-Christy et al., 2002).”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD > b) Interventions using augmentative and alternative communication (AAC)
“a study that used a single-subject multiple baseline design in which 2 of the 3 children were over age 5 (Charlop-Christy et al, 2002).”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > (3) Interventions for the minimally verbal child with ASD
“(e.g., Dawson et al, 2009; Lovaas, 1987)”
§ Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum > References
“18. Dawson G Rogers S Munson J Smith M Winter J Greenson J 2010 Randomized controlled trial of an intervention for toddlers with autism: The Early Start Denver Model Pediatrics 125 17 23 10.1542/peds.2009-0958 PMC4951085 19948568”
Citations
Cites
Kutas, M., & Federmeier, K. D. (2011) · Annual Review of Psychology · doi:10.1146/annurev.psych.093008.131123 · Cited by 4,377
Behavioral treatment and normal educational and intellectual functioning in young autistic children.
Lovaas, O. I. (1987) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.55.1.3 · Cited by 3,288
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010) · Pediatrics · doi:10.1542/peds.2009-0958 · Cited by 2,835 · cited 1×
“For example, studies of comprehensive early interventions [e.g. Dawson et al., 2010; Lovaas, 1987] have excluded children with developmental quotients (or IQ scores) below 35 or developmental ages below 12 months.”
BackgroundEducating Children with Autism
Lord, C. (2001) · Cited by 1,499
Visual scanning of faces in autism
Pelphrey, K. A., Sasson, N. J., Reznick, J. S., Paul, G., Goldman, B. D., & Piven, J. (2002) · Journal of Autism and Developmental Disorders · doi:10.1023/a:1016374617369 · Cited by 1,187
Collins, L. M., Murphy, S. A., & Strecher, V. (2007) · American Journal of Preventive Medicine · doi:10.1016/j.amepre.2007.01.022 · Cited by 1,082
Language and Communication in Autism
Tager-Flusberg, H. B., Paul, R., & Lord, C. (2005) · Wiley eBooks · doi:10.1002/9780470939345.ch12 · Cited by 1,022
Self-citationKasari, C., Freeman, S., & Paparella, T. (2006) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2005.01567.x · Cited by 951
Self-citationEDUCATING CHILDREN WITH AUTISM
(2002) · Routledge eBooks · doi:10.4324/9780203019665-12 · Cited by 907
Sigman (1999) · doi:10.1111/1540-5834.00002 · Cited by 809
Research works printed but not linked: 4
- Brady N.(2010).AAC for children with autism. NIH Workshop on Nonverbal School‐Aged Children with Autism Bethesda MD April.
- Gordon B.(2010).What are the characteristics and predictors of school‐aged children who move from nonverbal to verbal?NIH Workshop on Nonverbal School‐Aged Children with Autism Bethesda MD April.
- Lord C.(2010).Who remains nonverbal? What do we know about these children and adults with ASD?NIH Workshop on Nonverbal School‐Aged Children with Autism Bethesda MD April.
- Schreibman L.(2010).Non‐augmentative interventions. NIH Workshop on Nonverbal School‐Aged Children with Autism Bethesda MD April.
Cited by
Sorted by citations
Identification, Evaluation, and Management of Children With Autism Spectrum Disorder
Hyman, S. L., Levy, S. E., Myers, S. M., COUNCIL ON CHILDREN WITH DISABILITIES, S. O. D. A. B. P., Kuo, D. Z., Apkon, S., Davidson, L. F., Ellerbeck, K. A., Foster, J. E. A., Noritz, G. H., et al. (2020) · Pediatrics · doi:10.1542/peds.2019-3447 · Cited by 1,798
Botha, M., Hanlon, J., & Williams, G. L. (2023) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04858-w · Cited by 439
Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., Murphy, S., & Almirall, D. (2014) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2014.01.019 · Cited by 415
Self-citationEvaluation of the Social Motivation Hypothesis of Autism: A Systematic Review and Meta-analysis
Clements, C. C., Zoltowski, A. R., Yankowitz, L. D., Yerys, B. E., Schultz, R. T., & Herrington, J. D. (2018) · JAMA Psychiatry · doi:10.1001/jamapsychiatry.2018.1100 · Cited by 316
Prevalence of Motor Difficulties in Autism Spectrum Disorder: Analysis of a Population‐Based Cohort
Licari, M. K., Alvares, G. A., Varcin, K. J., Evans, K. L., Cleary, D. B., Reid, S. L., Glasson, E. J., Bebbington, K. R., Reynolds, J. E., Wray, J. A., et al. (2019) · Autism Research · doi:10.1002/aur.2230 · Cited by 333
Metadata
- Authors
- Tager‐Flusberg, H., & Kasari, C.
- Affiliations
- Department of Psychology Department of Anatomy and Neurobiology Boston University Boston Massachusetts
- University of California, Los Angeles (US)
- ORCID
- Kasari, Connie
- Venue
- Autism Research
- Publisher
- Wiley
- Published
- 2013-10-07
- Volume
- 6
- Issue
- 6
- Pages
- 468-478
- ISSN
- 1939-3792 (ISSN-L)
- 1939-3806
- PMC
- PMC3869868
- OpenAlex
- W1909988460
- Semantic Scholar
- 7e7bcb63fd020a7e8570c45984bfa8fc99834283
- Cited by
- 985
- References
- 60
- Citations by year
- 2026: 159 · 2025: 112 · 2024: 95 · 2023: 96 · 2022: 93 · 2021: 81 · 2020: 92 · 2019: 83 · 2018: 67 · 2017: 35 · 2016: 36 · 2015: 23 · 2014: 9 · 2013: 1
- FWCI
- 1.96
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Autism Research (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (NIH) (NIDCD RO1 DC 10290-S1, P50 DC 13027, NIMH R01 MH084864)
- Autism Speaks (2468)
- Autism Speaks Hi Risk/Hi Impact (5666)
- HRSA (UA3MC11055)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Keywords
- minimally verbal autism, autism spectrum disorder, school-aged children, language and communication skills, eye tracking, neuroimaging, augmentative and alternative communication, language intervention
- MeSH terms
- Brain, Child, Child Behavior, Child Development Disorders, Pervasive, Evoked Potentials, Eye Movements, Humans, Language Development Disorders, Nonverbal Communication, Verbal Behavior, Magnetoencephalography, Early Intervention, Educational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-06, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-06 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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