A Review of Language Development Protocols for Individuals with Autism

The present review sought to examine contemporary applied behavior analytic (ABA)-based assessment and curriculum protocols for teaching language skills to children with autism and evaluate the evidence supporting their reliability, validity, and effectiveness. Results of the literature search revea...

Full description

Saved in:
Bibliographic Details
Published in:Journal of behavioral education 2019-09, Vol.28 (3), p.362-388
Main Authors: Ackley, Meleah, Subramanian, Jennifer W., Moore, James W., Litten, Sarah, Lundy, Marshall P., Bishop, Shawn K.
Format: Article
Language:English
Subjects:
Applied Behavior Analysis
Autism
Autistic children
Behavioral Science and Psychology
Child and School Psychology
Children
Curricula
Curriculum
Education
Evaluation Methods
Intellectual disabilities
Language acquisition
Language arts
Language proficiency
Language Skills
Learning and Instruction
Medium of instruction
Methods
Original Paper
Program Effectiveness
Psychology
Reliability
Special education
Teaching
Teaching Methods
Training
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The present review sought to examine contemporary applied behavior analytic (ABA)-based assessment and curriculum protocols for teaching language skills to children with autism and evaluate the evidence supporting their reliability, validity, and effectiveness. Results of the literature search revealed the existence of 18 ABA educational assessments and curriculum protocols. Of the 18 protocols reviewed, only four had data supporting the reliability and validity of the assessment tools that are used to identify skills for treatment, and just four protocols had data supporting the effectiveness of their corresponding training curricula. Several protocols have failed to generate data supporting their utility as behavior analytic tools for use with individuals with autism or other intellectual disabilities, although a few have generated meaningful data and may therefore confer a technological and applied benefit to the field of ABA.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-019-09327-8