Volume 27, Issue 2, September 2019, Pages 488–491
Sonia Sultana1
1 Adjunct Faculty, Department of Communication Disorder, University of Dhaka, Bangladesh
Original language: English
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Majority of children with autism spectrum disorder (ASD) often have difficulties in speech and language that in turn hamper their independency in day to day life. Individuals with ASD having early intervention demonstrate better outcome in their future life. In this regard, the study investigates naturalistic language interventions like milieu teaching procedures to examine their effects on expressive communication among children with ASD. The current study dealt with 73 children from two renowned special schools of Chittagong city of Bangladesh having ASD with speech delay in particular. To observe the response each student got 20 minutes intervention with milieu teaching procedure. Three types of responses were recorded such as spontaneous response, response with support and no response after support. About 21% children demonstrated spontaneous response whereas 49% responded with support and the rest 30% children had no response in milieu teaching procedure. During the study, total 70% children demonstrated positive response that suggested naturalistic language interventions in a classroom environment can be applied to achieve specific language targets of verbal communication. Therefore, implementation of milieu teaching procedure can promote verbal communication in Bengali speaking children of 3 to 10 years old having with autism spectrum disorder.
Author Keywords: Autism Spectrum Disorder (ASD), Naturalistic language intervention (NLI), Milieu teaching procedure, Verbal Communication, Speech and Language.
Sonia Sultana1
1 Adjunct Faculty, Department of Communication Disorder, University of Dhaka, Bangladesh
Original language: English
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Majority of children with autism spectrum disorder (ASD) often have difficulties in speech and language that in turn hamper their independency in day to day life. Individuals with ASD having early intervention demonstrate better outcome in their future life. In this regard, the study investigates naturalistic language interventions like milieu teaching procedures to examine their effects on expressive communication among children with ASD. The current study dealt with 73 children from two renowned special schools of Chittagong city of Bangladesh having ASD with speech delay in particular. To observe the response each student got 20 minutes intervention with milieu teaching procedure. Three types of responses were recorded such as spontaneous response, response with support and no response after support. About 21% children demonstrated spontaneous response whereas 49% responded with support and the rest 30% children had no response in milieu teaching procedure. During the study, total 70% children demonstrated positive response that suggested naturalistic language interventions in a classroom environment can be applied to achieve specific language targets of verbal communication. Therefore, implementation of milieu teaching procedure can promote verbal communication in Bengali speaking children of 3 to 10 years old having with autism spectrum disorder.
Author Keywords: Autism Spectrum Disorder (ASD), Naturalistic language intervention (NLI), Milieu teaching procedure, Verbal Communication, Speech and Language.
How to Cite this Article
Sonia Sultana, “Naturalistic Language Intervention for Verbal Communication in Bengali Children with Autism Spectrum Disorder,” International Journal of Innovation and Applied Studies, vol. 27, no. 2, pp. 488–491, September 2019.
