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Journal Article•DOI•

An Incidental Teaching Approach to Early Intervention for Toddlers with Autism.

Gail G. McGee1, Michael J. Morrier1, Teresa Daly1•
Emory University1
01 Sep 1999-The Journal of The Association for Persons With Severe Handicaps (SAGE Publications)-Vol. 24, Iss: 3, pp 133-146
TL;DR: In this article, a comprehensive early intervention model for toddlers with autism was developed for use in the natural environments of a childcare center and children's homes, based on the premise that social readiness will best be achieved by providing early social learning opportunities, the center based component of the model targets the developmental needs of an inclusive group of children with and without autism.
Abstract: In an effort to move incidental teaching research to practical applications for toddlers with autism, a comprehensive early intervention model was developed for use in the natural environments of a childcare center and children's homes. Based on the premise that social readiness will best be achieved by providing early social learning opportunities, the center based component of the model targets the developmental needs of an inclusive group of children with and without autism. The home based component involves parents of children with autism as key participants in their children's learning and prepares them to be effective advocates in their children's futures. The curriculum addresses what it is that toddlers need to learn, what environmental arrangements provide the most powerful teaching opportunities, and how teachers and parents can most effectively teach children to progress at their optimum pace. Outcome data are presented that documents an impact on the language and social behavior of participati...
Citations
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Journal Article•DOI•
Educating Children with Autism

[...]

Edward Goldson
01 Dec 2004-Journal of Developmental and Behavioral Pediatrics

1,483 citations

Book•
Autism and Pervasive Developmental Disorders

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Fred R. Volkmar1, Catherine Lord2, Anthony J. Bailey3, Robert T. Schultz1, Ami Klin1 •
Yale University1, University of Michigan2, University of Oxford3
01 Apr 2007
TL;DR: The quantity and quality of research into autism and related conditions have increased dramatically in recent years as mentioned in this paper, and there has been significant advances in the molecular genetics of autism and understanding of the underlying neurobiological processes.
Abstract: The quantity and quality of research into autism and related conditions have increased dramatically in recent years. Consequently we selectively review key accomplishments and highlight directions for future research. More consistent approaches to diagnosis and more rigorous assessment methods have significantly advanced research, although the boundaries of the 'broader phenotype' remain to be defined and the validity of Asperger's disorder as a discrete syndrome remains controversial. Recent epidemiological studies have shown that Autism Spectrum Disorders are common, but there continues to be debate about the causes of the increase in the frequency with which autism is diagnosed. Psychological research has helped to develop new developmental models for the disorder and there have also been significant advances in the molecular genetics of autism and understanding of the underlying neurobiological processes. Areas important for future research include the study of autism as it first develops, i.e., in infants and very young children, and of specific processes (psychological and neurobiological) which underlie the disorder. Significant challenges lie ahead in evaluating the growing number of treatments for autism and in integrating the results of research into treatment and educational settings.

1,029 citations

Journal Article•DOI•
Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder.

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Geraldine Dawson1•
Autism Speaks1
01 Jun 2008-Development and Psychopathology
TL;DR: A developmental model of risk, risk processes, symptom emergence, and adaptation in ASD is described that offers a framework for understanding early brain plasticity in ASD and its role in prevention of the disorder.
Abstract: Advances in the fields of cognitive and affective developmental neuroscience, developmental psychopathology, neurobiology, genetics, and applied behavior analysis have contributed to a more optimistic outcome for individuals with autism spectrum disorder (ASD). These advances have led to new methods for early detection and more effective treatments. For the first time, prevention of ASD is plausible. Prevention will entail detecting infants at risk before the full syndrome is present and implementing treatments designed to alter the course of early behavioral and brain development. This article describes a developmental model of risk, risk processes, symptom emergence, and adaptation in ASD that offers a framework for understanding early brain plasticity in ASD and its role in prevention of the disorder.

988 citations

Cites background from "An Incidental Teaching Approach to ..."

  • ...…with ASD With the goal of intervening at the point when symptoms are first detected, intervention approaches for infants and toddlers with ASD are being developed (Chandler, Christie, Newson, & Prevezer, 2002; Drew et al., 2002; Green et al., 2002; Mahoney & Perales, 2003; McGee et al., 1999)....

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  • ...Early Start incorporates applied behavior analysis techniques that have received empirical support for improving skill acquisition in very young children with ASD (e.g., Green et al., 2002; McGee et al., 1999), but is delivered in a naturalistic, socially and affectively based relationship context....

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  • ...With the goal of intervening at the point when symptoms are first detected, intervention approaches for infants and toddlers with ASD are being developed (Chandler, Christie, Newson, & Prevezer, 2002; Drew et al., 2002; Green et al., 2002; Mahoney & Perales, 2003; McGee et al., 1999)....

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Journal Article•DOI•
Evidence-Based Comprehensive Treatments for Early Autism

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Sally J. Rogers1, Laurie A. Vismara1•
University of California, Davis1
15 Apr 2008-Journal of Clinical Child and Adolescent Psychology
TL;DR: The empirical studies of comprehensive treatments for young children with autism published since 1998 were reviewed and found that most studies were either Type 2 or 3 in terms of their methodological rigor based on Nathan and Gorman's (2002) criteria.
Abstract: Early intervention for children with autism is currently a politically and scientifically complex topic. Randomized controlled trials have demonstrated positive effects in both short-term and longer term studies. The evidence suggests that early intervention programs are indeed beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity at the level of group analysis. Whether such changes lead to significant improvements in terms of greater independence and vocational and social functioning in adulthood is also unknown. Given the few randomized controlled treatment trials that have been carried out, the few models that have been tested, and the large differences in interventions that are being published, it is clear that the field is still very early in the process of determining (a) what kinds of interventions are most efficacious in early autism, (b) what variables moderate and mediate treatment gains and improved outcomes foll...

909 citations

Cites background or methods from "An Incidental Teaching Approach to ..."

  • ...However, failure to include baseline data, a control group, or independent raters, in addition to other limitations, including multiple intervention methods without the use of fidelity measures, make it difficult to interpret the results from this Type 3 study using Nathan and Gorman (2002) criteria. In a similar study, Takeuchi, Kubota, and Yamamoto (2002) reported on eight Malaysian children whose treatment was delivered by teams trained from the Lovaas manuals....

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  • ...However, failure to include baseline data, a control group, or independent raters, in addition to other limitations, including multiple intervention methods without the use of fidelity measures, make it difficult to interpret the results from this Type 3 study using Nathan and Gorman (2002) criteria....

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  • ...Single subject designs are classified as Type 2 studies according to the Nathan and Gorman (2002) system. However, the number of published single subject studies on PRT, coming from different authors and different sites, and including several that compare PRT to another treatment indicate that PRT also meets the Chambless (1996) criteria as a probably efficacious intervention (Koegel, Dyer, & Bell, 1987; Koegel et....

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  • ...Single subject designs are classified as Type 2 studies according to the Nathan and Gorman (2002) system....

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Journal Article•DOI•
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

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Laura Schreibman1, Geraldine Dawson2, Aubyn C. Stahmer3, Rebecca Landa4, Sally J. Rogers3, Gail G. McGee5, Connie Kasari6, Brooke Ingersoll7, Ann P. Kaiser8, Yvonne Bruinsma, Erin McNerney, Amy M. Wetherby9, Alycia K. Halladay10 •
University of California, San Diego1, Duke University2, University of California, Davis3, Kennedy Krieger Institute4, Emory University5, University of California, Los Angeles6, Michigan State University7, Vanderbilt University8, Florida State University9, Autism Science Foundation10
04 Mar 2015-Journal of Autism and Developmental Disorders
TL;DR: Parsimony is wished to bring parsimony to a field that includes interventions with different names but common features thus improving understanding and choice-making among families, service providers and referring agencies.
Abstract: Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. “Naturalistic Developmental Behavioral Interventions (NDBI)” are implemented in natural settings, involve shared control between child and therapist, utilize natural contingencies, and use a variety of behavioral strategies to teach developmentally appropriate and prerequisite skills. We describe the development of NDBIs, their theoretical bases, empirical support, requisite characteristics, common features, and suggest future research needs. We wish to bring parsimony to a field that includes interventions with different names but common features thus improving understanding and choice-making among families, service providers and referring agencies.

792 citations

Cites background from "An Incidental Teaching Approach to ..."

  • ...Examples include Incidental Teaching (IT; Hart and Risley 1968, 1975; McGee et al. 1999), pivotal response training (PRT; Koegel and Koegel 2006; Koegel et al....

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  • ...Related findings showed that children with autism learned more rapidly when there was a natural, rather than an arbitrary, relationship between a response and the reward for using that response (e.g., saying ‘‘car’’ and receiving a car to play with versus saying ‘‘car’’ and receiving a piece of candy for correct labeling of the car); such research contributed to development of two widely known naturalistic behavioral interventions, Incidental Teaching (McGee et al. 1983) and pivotal response training (PRT; Koegel et al. 1987b; Koegel and Koegel 2006; Laski et al. 1988; Schreibman and Koegel 2005)....

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  • ...curred at about the same time that autism researchers were identifying early signs of autism in toddlers and discovering the benefit of providing interventions to children with autism at younger ages (Fenske et al. 2001; Fenske et al. 1985; Lovaas 1987; McGee et al. 1999)....

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  • ...…methodologies occurred at about the same time that autism researchers were identifying early signs of autism in toddlers and discovering the benefit of providing interventions to children with autism at younger ages (Fenske et al. 2001; Fenske et al. 1985; Lovaas 1987; McGee et al. 1999)....

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  • ...For example, Incidental Teaching requires the child to initiate an interaction (make a communication bid) prior to presenting a prompt for an elaborated response....

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References
More filters
Journal Article•DOI•
Autism Diagnostic Interview-Revised: a revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders

[...]

Catherine Lord1, Michael Rutter, Ann Le Couteur2•
University of Chicago1, Royal Free Hospital2
01 Oct 1994-Journal of Autism and Developmental Disorders
TL;DR: The revised interview has been reorganized, shortened, modified to be appropriate for children with mental ages from about 18 months into adulthood and linked to ICD-10 and DSM-IV criteria.
Abstract: Describes the Autism Diagnostic Interview-Revised (ADI-R), a revision of the Autism Diagnostic Interview, a semistructured, investigator-based interview for caregivers of children and adults for whom autism or pervasive developmental disorders is a possible diagnosis. The revised interview has been reorganized, shortened, modified to be appropriate for children with mental ages from about 18 months into adulthood and linked to ICD-10 and DSM-IV criteria. Psychometric data are presented for a sample of preschool children.

8,264 citations

Journal Article•DOI•
Behavioral treatment and normal educational and intellectual functioning in young autistic children.

[...]

O. Ivar Lovaas
01 Feb 1987-Journal of Consulting and Clinical Psychology
TL;DR: The results of behavior modification treatment for two groups of similarly constituted, young autistic children showed that 47% achieved normal intellectual and educational functioning, with normal-range IQ scores and successful first grade performance in public schools.
Abstract: Autism is a serious psychological disorder with onset in early childhood. Autistic children show minimal emotional attachment, absent or abnormal speech, retarded IQ, ritualistic behaviors, aggression, and self-injury. The prognosis is very poor, and medical therapies have not proven effective. This article reports the results of behavior modification treatment for two groups of similarly constituted, young autistic children. Follow-up data from an intensive, long-term experimental treatment group (n = 19) showed that 47% achieved normal intellectual and educational functioning, with normal-range IQ scores and successful first grade performance in public schools. Another 40% were mildly retarded and assigned to special classes for the language delayed, and only 10% were profoundly retarded and assigned to classes for the autistic/retarded. In contrast, only 2% of the controlgroup children (n = 40) achieved normal educational and intellectual functioning; 45% were mildly retarded and placed in language-delayed classes, and 53% were severely retarded and placed in autistic/retarded classes. Kanner (1943) defined autistic children as children who exhibit (a) serious failure to develop relationships with other people before 30 months of age, (b) problems in development of normal language, (c) ritualistic and obsessional behaviors ("insistence on sameness"), and (d) potential for normal intelligence. A more complete behavioral definition has been provided elsewhere (Lovaas, Koegel, Simmons, & Long, 1973). The etiology of autism is not known, and the outcome is very poor. In a follow-up study on young autistic children, Rutter (1970) reported that only 1.5% of his group (n = 63) had achieved normat functioning. About 35% showed fair or good adjustment, usually required some degree of supervision, experienced some diffaculties with people, had no personal friends, and showed minor oddities of behavior. The majority (more than 60%) remained severely handicapped and were living in hospitals for mentally retarded or psychotic individuals or in other protective settings. Initial IQ scores appeared stable over time. Other studies (Brown, 1969; DeMyer et al., 1973; Eisenberg, 1956; Free

2,919 citations

"An Incidental Teaching Approach to ..." refers background in this paper

  • ...McGee et. al. cite Lovaas (1987) and Dawson and Osterling (1997) with regards to research demonstrating that the more hours of engaged behavior, the better the child with autism’s outcome....

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Journal Article•DOI•
The Picture Exchange Communication System

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Andrew S. Bondy, Lori Frost
01 Aug 1994-Focus on Autism and Other Developmental Disabilities
TL;DR: The Picture Exchange Communication System is a unique communication training program that was developed as a means of circumventing some shortcomings associatd with strategies used to help children with autism acquire functional communication skills.
Abstract: A variety of strategies have been used to help children with autism acquire functional communication skills. The Picture Exchange Communication System (PECS) is a unique communication training prog...

745 citations

Journal Article•DOI•
Incidental teaching of language in the preschool.

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Betty Hart1, Todd R. Risley1•
University of Kansas1
01 Dec 1975-Journal of Applied Behavior Analysis
TL;DR: In the present study, 15-min daily samples of the spontaneous speech of 11 children were recorded during free play over eight months of preschool, and incidental teaching of compound sentences stimulated spontaneous variety in speech.
Abstract: "Incidental teaching" denotes a process whereby language skills of labelling and describing are learned in naturally occurring adult-child interactions. In the present study, 15-min daily samples of the spontaneous speech of 11 children were recorded during free play over eight months of preschool. After incidental teaching of compound sentences, increases in unprompted use of compound sentences were seen for all the children, first directed to teachers, and then to children, in accordance with who attended to the children's requests for play materials. The incidental teaching procedure also stimulated spontaneous variety in speech, and appears to have general applicability to child learning settings.

499 citations

Journal Article•DOI•
Instructional considerations for young children with autism : The rationale for visually cued instruction

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Kathleen Ann Quill
01 Dec 1997-Journal of Autism and Developmental Disorders
TL;DR: The use of instructional strategies for children who may be characterized as visual learners are addressed and a description of how visually cued instruction can be applied in various contexts is described.
Abstract: Instructional considerations for children with autism who continue to struggle with current treatment models are discussed Specifically, the use of instructional strategies for children who may be characterized as visual learners are addressed The discussion begins with a review of research that illuminates the learning style differences associated with autism Next, the instructional strategies of both behavioral and incidental teaching methods are examined in light of the research Finally, using a case study as the backdrop, the discussion concludes with a description of how visually cued instruction can be applied in various contexts

375 citations

Related Papers (5)
Behavioral treatment and normal educational and intellectual functioning in young autistic children.

[...]

01 Feb 1987-Journal of Consulting and Clinical Psychology
O. Ivar Lovaas
Educating Children with Autism

[...]

01 Oct 2001
Catherine Lord
Diagnostic and Statistical Manual of Mental Disorders

[...]

11 Jun 2013
Janet B. W. Williams
Long-term outcome for children with autism who received early intensive behavioral treatment.

[...]

01 Jan 1993-American Journal on Mental Retardation
John McEachin, Tristram Smith, O I Lovaas
Early recognition of children with autism: A study of first birthday home videotapes

[...]

01 Jun 1994-Journal of Autism and Developmental Disorders
Julie Osterling, Geraldine Dawson