Enhancing the Application and Evaluation of a Discrete Trial Intervention Package for Eliciting First Words in Preverbal Preschoolers with ASD

This study evaluates the effectiveness of an intervention package including a discrete trial program (Rapid Motor Imitation Antecedent Training (Tsiouri and Greer, J Behav Educat 12:185–206, 2003) combined with parent education for eliciting first words in children with ASD who had little or no spoken language. Evaluation of the approach includes specific intervention targets and functional spoken language outcomes (Tager-Flusberg et al., J Speech Lang Hear Res 52:643–652, 2009). Results suggest that RMIA, with parent training, catalyzes development of verbal imitation and production for some children. Three of five participants acquired word production within the DTT framework and achieved milestones of early functional spoken language use (Tager-Flusberg et al., J Speech Lang Hear Res 52:643–652, 2009). The implications of these findings for understanding the role of discrete trial approaches to language intervention are discussed

Comparing Spoken Language Treatments for Minimally Verbal Preschoolers with Autism Spectrum Disorders

Preschoolers with severe autism and minimal speech were assigned either a discrete trial or a naturalistic language treatment, and parents of all participants also received parent responsiveness training. After 12 weeks, both groups showed comparable improvement in number of spoken words produced, on average. Approximately half the children in each group achieved benchmarks for the first stage of functional spoken language development, as defined by Tager-Flusberg et al. (J Speech Lang Hear Res, 52: 643–652, 2009). Analyses of moderators of treatment suggest that joint attention moderates response to both treatments, and children with better receptive language pre-treatment do better with the naturalistic method, while those with lower receptive language show better response to the discrete trial treatment. The implications of these findings are discussed

Does long-term group psychoeducation of parents of individuals with schizophrenia help the family as a system? A quasi-experimental study

A chronic illness like schizophrenia seriously disrupts family functioning in various ways that can be addressed through family psychoeducational interventions in routine clinical services, an approach that has not received proper research attention. We pre- and post-tested four sets of parents of individuals with schizophrenia who participated in a long-term group psychoeducational intervention (treatment group) and four sets of parents of individuals with schizophrenia who received standard outpatient services (clinical control group), using three self-reported questionnaires to measure family functioning (Family Assessment Device), family atmosphere (Family Rituals Scale), and family burden (Family Burden Scale). At pre-test, there were no systematic differences between the two groups in any of the parameters assessed. At post-test, within and across groups, comparisons revealed significant improvements (under cut-off scores) in the mean scores of the treatment group (p < 0.05) in all three parameters under study. Our findings provide pilot evidence that intensive group parent psychoeducation is an efficient and efficacious treatment intervention for improvement of systemic properties of families, such as family functioning, family atmosphere, and family burden. © 2015 Copyright © Taylor & Francis Group, LLC