The More Speech-Language Services, the Higher the Gains for Preschoolers With ASD Young students with autism spectrum disorder make greater functional gains in pragmatics, spoken language comprehension and spoken language production with more speech-language treatment sessions, ASHA National Outcomes Measurement System (NOMS) data show. At a Glance
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At a Glance  |   April 01, 2016
The More Speech-Language Services, the Higher the Gains for Preschoolers With ASD
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Speech, Voice & Prosodic Disorders / Special Populations / Autism Spectrum / School-Based Settings / ASHA News & Member Stories / Normal Language Processing / Language Disorders / Social Communication & Pragmatics Disorders / Speech, Voice & Prosody / At a Glance
At a Glance   |   April 01, 2016
The More Speech-Language Services, the Higher the Gains for Preschoolers With ASD
The ASHA Leader, April 2016, Vol. 21, 28. doi:10.1044/leader.AAG.21042016.28
The ASHA Leader, April 2016, Vol. 21, 28. doi:10.1044/leader.AAG.21042016.28
Data collected by clinicians around the country on more than 1,800 children with ASD through the pre-kindergarten component of NOMS reveal that in the top three areas targeted by speech-language pathologists—pragmatics, spoken language comprehension and spoken language production—outcomes varied by the number of treatment sessions the children received from treatment admission to discharge (see graphic).
The key to NOMS is clinicians’ use of Functional Communication Measures (FCMs)—a series of seven-point rating scales designed to describe the change in a person’s functional communication or swallowing ability over time. Preschoolers with ASD who achieved at least one level of FCM progress received more sessions than those who showed no functional gains. On average, children demonstrating multiple levels of FCM progress received seven to 15 more sessions (depending on the clinical area) than those who made no FCM progress.
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April 2016
Volume 21, Issue 4