A Quantitative Analysis of Language Interventions for Children with Autism (Report‪)‬

Autism is not only of the most prevalent developmental disabilities, but it is also the fastest growing according to the Autism Society of America, (2008). The Center for Disease Control and Prevention statistics indicate that 1 in 150 8-year-old children in the United States have an autism spectrum disorder (CDC; 2007). The rising incidence may be due to increased awareness, early identification markers and screenings, and more sensitive and specific assessment diagnostic instruments. As the number of children with the disorder rises, so too does the need for qualified therapists and effective interventions to maximize each child's full potential. As such, the CDC recommends that individuals diagnosed with autism receive evidence-based, early intervention services as soon as possible (CDC; 2007). According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV; 1994), autism spectrum disorder (ASD) is described by significant deficits in three behavioral domains: 1) qualitative impairment in social interaction, 2) qualitative impairment in communication, and 3) restricted, repetitive and stereotyped patterns of behavior, interests, and activities. Communication deficits include a delay in the development of spoken language. When language does develop, impairments in conversational language occur with high frequency (DSM-IV; 1994). Many instructional models (e.g. discrete trial teaching, incidental teaching, pivotal response training) specifically teach spoken language as part of the instructional sequence to remediate these debilitating communication deficits.