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This brief report describes a large-group application of the Communication Partner Instruction (CPI) training model as a means of improving the interactive skills of stakeholders who communicate with individuals with severe intellectual disabilities presenting complex communication and physical profiles. Findings support CPI for large stakeholder groups as study participants reported general satisfaction with both the training sequence and their use of skills learned 1 year post training.

Writing is often difficult for individuals with autism spectrum disorder (ASD), yet relatively little literature exists that profiles specific strengths and needs within this area. This preliminary investigation compares the written language skills of adolescents with ASD without intellectual disability (n = 14) to typically developing (TD) adolescents (n = 12). Writing samples from persuasive, expository, and narrative genres were elicited. Variables of sample length, writing productivity, syntax, lexical diversity, and macrostructure were analyzed. In the persuasive and expository genres, the ASD group scored significantly lower than the TD group on sample length and some aspects of macrostructure. The ASD group scored higher than the TD group on lexical diversity in the persuasive genre. Other comparisons yielded large effect sizes but were not statistically significant.

Writing is often difficult for individuals with autism spectrum disorder (ASD), yet relatively little literature exists that profiles specific strengths and needs within this area. This preliminary investigation compares the written language skills of adolescents with ASD without intellectual disability (n = 14) to typically developing (TD) adolescents (n = 12). Writing samples from persuasive, expository, and narrative genres were elicited. Variables of sample length, writing productivity, syntax, lexical diversity, and macrostructure were analyzed. In the persuasive and expository genres, the ASD group scored significantly lower than the TD group on sample length and some aspects of macrostructure. The ASD group scored higher than the TD group on lexical diversity in the persuasive genre. Other comparisons yielded large effect sizes but were not statistically significant., Author(s): Johanna R. Price [sup.1] , Gary E. Martin [sup.2] , Kong Chen [sup.3] , Jennifer R. Jones [sup.1] Author Affiliations: (1) grid.268170.a, 0000 0001 0722 0389, Department of Communication [...]

Students with high-functioning autism spectrum disorder (HFASD) may have difficulties with writing despite average or above-average intellectual ability. We designed an intervention strategy (Draw, Sentence, Detail, Check) to improve the ability of an 8-year-old with HFASD to write elaborated sentences in response to written prompts. We investigated the effectiveness of the strategy using a single-subject A-B-A design. Results indicated that the student's written responses were longer and contained more details after the treatment and that gains were maintained 10 weeks later. Here we consider the intervention strategy and findings from a social cognitive perspective. We discuss theoretical and instructional implications as well as suggestions for future research.

Purpose: Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing assessment is low. Writing samples are a clinically useful, criterion-referenced assessment technique that is relevant to helping students satisfy writing-related requirements of the Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010a). This article provides recommendations for obtaining and analyzing students' writing samples. Method: In this tutorial, the authors provide a comprehensive literature review of methods regarding (a) collection of writing samples from narrative, expository (informational/explanatory), and persuasive (argument) genres; (b) variables of writing performance that are useful to assess; and (c) manual and computer-aided techniques for analyzing writing samples. The authors relate their findings to expectations for writing skills expressed in the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010a). Conclusion: SLPs can readily implement many techniques for obtaining and analyzing writing samples. The information in this article provides SLPs with recommendations for the use of writing samples and may help increase SLPs' confidence regarding written language assessment.

Purpose: This study compared the syntax of boys who have fragile X syndrome (FXS) with and without autism spectrum disorder (ASD) with that of (a) boys who have Down syndrome (DS) and (b) typically developing (TD) boys. Method: Thirty-five boys with FXS only, 36 boys with FXS with ASD, 31 boys with DS, and 46 TD boys participated. Conversational language samples were evaluated for utterance length and syntactic complexity (i.e., Index of Productive Syntax; H. S. Scarborough, 1990). Results: After controlling for nonverbal mental age and maternal education levels, the 2 FXS groups did not differ in utterance length or syntactic complexity. The FXS groups and the DS group produced shorter, less complex utterances overall and less complex noun phrases, verb phrases, and sentence structures than did the TD boys. The FXS with ASD group and the DS group, but not the FXS-only group, produced less complex questions/negations than did the TD group. Compared with the DS group, both FXS groups produced longer, more complex utterances overall, but on the specific complexity measures, they scored higher only on questions/negations.

We compared the expressive syntax and vocabulary skills of 35 boys with fragile X syndrome and 27 younger typically developing boys who were at similar nonverbal mental levels. During a conversational speech sample, the boys with fragile X syndrome used shorter, less complex utterances and produced fewer different words than did the typically developing boys after controlling for their nonverbal MA, speech intelligibility, and mother's education. The boys with fragile X used less complex noun phrases, verb phrases, and sentence structure, but did not use fewer questions and negations. These findings suggest that the language difficulties in boys with fragile X reflect an overall expressive language delay and not a specific syntactic or vocabulary delay.

Purpose: This study examined the structural development of African American preschoolers' narratives. It also investigated the effect of background variables (e.g., gender, maternal education, stimulation and responsiveness of the home environment, and whether or not the child lived in poverty) on the children's narratives. Method: Sixty-five children completed a story-retelling task at age 4 and again at kindergarten entry. Narratives were then coded for story grammar elements. Results: Four-year-olds narrated some attempts to solve the problem and some elements of the story ending. At kindergarten entry, children had higher total narrative scores and included more of every type of story grammar element except relationship. Overall, narratives were not related to background variables. Clinical Implications: The Bus Story Language Test (C. Renfrew, 1991) appears to be an assessment tool that is sensitive to structural growth in African American children's narratives from 4 years to kindergarten entry.

Purpose: This study compared the syntax of boys who have fragile X syndrome (FXS) with and without autism spectrum disorder (ASD) with that of (a) boys who have Down syndrome [...]

This brief report describes a large-group application of the Communication Partner Instruction (CPI) training model as a means of improving the interactive skills of stakeholders who communicate with individuals with severe intellectual disabilities presenting complex communication and physical profiles. Findings support CPI for large stakeholder groups as study participants reported general satisfaction with both the training sequence and their use of skills learned 1 year post training. [ABSTRACT FROM AUTHOR]

Students with high-functioning autism spectrum disorder (HFASD) may have difficulties with writing despite average or above-average intellectual ability. We designed an intervention strategy (Draw, Sentence, Detail, Check) to improve the ability of an 8-year-old with HFASD to write elaborated sentences in response to written prompts. We investigated the effectiveness of the strategy using a single-subject A-B-A design. Results indicated that the student’s written responses were longer and contained more details after the treatment and that gains were maintained 10 weeks later. Here we consider the intervention strategy and findings from a social cognitive perspective. We discuss theoretical and instructional implications as well as suggestions for future research. [ABSTRACT FROM PUBLISHER]

The English speech-language development of two toddlers adopted from China by US families was followed longitudinally for several months after their arrival in the US. MX, adopted at 13½ months, exhibited a faster rate of lexical and phonological development than GY, adopted at 20 months. Both girls were also given a thorough speech-language assessment at approximately two years post-adoption. Differences in performance were still apparent, with MX scoring higher than GY on all measures. However, all but one of GY's scores were within normal limits. Age at time of adoption (and correspondingly less time spent in an institution), quality and quantity of prelinguistic vocalizations, and general cognitive abilities are discussed as possible factors contributing to observed differences in rate of early English acquisition and later language skills in preschool. [ABSTRACT FROM AUTHOR]

Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).