Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism Purpose Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners. Method Six nonverbal 5- to 8-year-olds with autism were taught to engage in social ... Research Article
Research Article  |   August 01, 2013
Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism
 
Author Affiliations & Notes
  • Jessica H. Franco
    The University of Texas at Austin
  • Barbara L. Davis
    The University of Texas at Austin
  • John L. Davis
    Texas A&M University, College Station
  • Correspondence to Jessica H. Franco: jfranco@austin.utexas.edu
  • Editor: Carol Scheffner Hammer
    Editor: Carol Scheffner Hammer×
  • Associate Editor: Juliann Woods
    Associate Editor: Juliann Woods×
Article Information
Special Populations / Autism Spectrum / Language Disorders / Social Communication & Pragmatics Disorders / Research Articles
Research Article   |   August 01, 2013
Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism
American Journal of Speech-Language Pathology, August 2013, Vol. 22, 489-502. doi:10.1044/1058-0360(2012/10-0103)
History: Received December 9, 2010 , Revised July 28, 2011 , Accepted December 16, 2012
 
American Journal of Speech-Language Pathology, August 2013, Vol. 22, 489-502. doi:10.1044/1058-0360(2012/10-0103)
History: Received December 9, 2010; Revised July 28, 2011; Accepted December 16, 2012
Web of Science® Times Cited: 5

Purpose Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners.

Method Six nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants.

Results At study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication.

Conclusion Development of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.

Order a Subscription
Pay Per View
Entire American Journal of Speech-Language Pathology content & archive
24-hour access
This Article
24-hour access