Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom.
Weave language goals into preschool play and kids with autism talk more, with gains that last.
01Research in Context
What this study did
Three preschoolers with autism spent their school day in a regular classroom.
The teacher wove language goals into normal play, snack, and circle time.
No extra table, no drills—just follow the child’s lead and model, wait, expand.
What they found
All three kids used more new words and longer phrases.
The gains stayed high after the coaching ended.
Kids also showed more back-and-forth talk during free play.
How this fits with other research
Lane et al. (2020) tried the same idea with older, mostly non-verbal students.
They saw smaller, jumpier gains, showing the preschool window may be sweeter.
Delprato (2001) pooled ten studies and found naturalistic beats discrete-trial for little ones, backing this choice.
Ingersoll et al. (2006) got extra language as a bonus when they taught imitation the same way, so language blooms when you stay natural.
Why it matters
You can run this in any preschool room with toys you already have.
Pick a few target words, watch the child, model, and praise.
Start Monday—no extra staff, no fancy kit, just richer talk during play.
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Join Free →Pick one play center, model and expand every child utterance for ten minutes, tally new words.
02At a glance
03Original abstract
Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD. Findings suggest the intervention had positive and maintained effects on trial-based use of language targets, as well as concomitant changes in commenting, requesting, and phrase complexity. Implications regarding implementation of NLIs within typical classroom play activities are discussed.
Journal of autism and developmental disorders, 2016 · doi:10.1007/s10803-016-2856-8