The DOI matches its Crossref record; 83 of the 84 references it cites were found in a registry or an index.
Communication Intervention for Children with Autism: A Review of Treatment Efficacy
Abstract
Empirical studies evaluating speech and language intervention procedures applied to children with autism are reviewed, and the documented benefits are summarized. In particular, interventions incorporating sign language, discrete-trial training, and milieu teaching procedures have been used successfully to expand the communication repertoires of children with autism. Other important developments in the field stem from interventions designed to replace challenging behaviors and to promote social and scripted interactions. The few studies of the parent and classroom training studies that included language measures also are analyzed. This article seeks to outline the extent to which previous research has helped identify a compendium of effective instructional practices that can guide clinical practice. It also seeks to highlight needs for further research to refine and extend current treatment approaches and to investigate more comprehensive treatment packages.
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“The unexpected improvement in restricted and repetitive behaviours supports theoretical links between communicative competency and restricted and repetitive behaviours,32 and might suggest a benefit of reporting a range of targeted outcomes within endpoint ADOS-G ratings for communication interventions in the future.”
From Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial (2010) · cites this paper as [32]
Citations
Cites
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TEACHING CHILDREN WITH AUTISM TO INITIATE TO PEERS: EFFECTS OF A SCRIPT‐FADING PROCEDURE
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Research works printed but not linked: 2
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Cited by
Management of Children With Autism Spectrum Disorders
Myers, S. M., Johnson, C. P., & the Council on Children With Disabilities (2007) · Pediatrics · doi:10.1542/peds.2007-2362 · Cited by 1,125
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
Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., Le Couteur, A., Leadbitter, K., Hudry, K., Byford, S., et al. (2010) · The Lancet · doi:10.1016/s0140-6736(10)60587-9 · Cited by 857
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Metadata
- Authors
- Goldstein, H.
- Affiliations
- Florida State University (US)
- Corresponding author
- Goldstein, Howard
- ORCID
- Goldstein, Howard
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2002-10
- Volume
- 32
- Issue
- 5
- Pages
- 373-396
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W2111601289
- Cited by
- 434
- References
- 84
- Citations by year
- 2026: 6 · 2025: 7 · 2024: 11 · 2023: 4 · 2022: 13 · 2021: 22 · 2020: 29 · 2019: 12 · 2018: 17 · 2017: 20 · 2016: 21 · 2015: 21 · 2014: 30 · 2013: 29 · 2012: 32
- FWCI
- 4.63
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Keywords
- autism spectrum disorder, communication intervention, speech and language intervention, sign language, discrete trial training, social interaction, parent training, classroom training, treatment efficacy, children
- MeSH terms
- Autistic Disorder, Child, Child, Preschool, Combined Modality Therapy, Communication, Humans, Language Development Disorders, Social Behavior, Speech Disorders, Early Intervention, Educational
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