Journal
AUTISM RESEARCH
Volume 6, Issue 6, Pages 468-478Publisher
WILEY
DOI: 10.1002/aur.1329
Keywords
behavioral intervention < intervention; early intervention < intervention; school age < pediatrics; spoken language; minimally verbal ASD; alternative and augmentative communication; eye-tracking
Categories
Funding
- 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]
Ask authors/readers for more resources
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. (c) 2013 International Society for Autism Research, Wiley Periodicals, Inc.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available