A simultaneous comparison of three methods for language training with an autistic child: An experimental single case analysis

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Abstract
In a single-case, simultaneous-treatment design, three methods for experimental language acquisition in one autistic child were compared using a Latin square design and trend-line analysis. Results showed a total communication approach to be significantly superior to sign-based and verbalization approaches. The verbalization treatment resulted in decreased performance. Results indicate that use of a cross-modality inhibitory process to explain the alleged superiority of the sign-based approach is questionable. Variation among autistic children indicates a need for further research and for caution against premature acceptance of a given treatment approach or theoretical explanation.

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