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A Comparative Study of Communication Intervention for Nonverbal Children with Autism. Kelly C

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A Comparative Study of Communication Intervention for Nonverbal Children with Autism. Kelly C Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1998 A Comparative Study of Communication Intervention for Nonverbal Children With Autism. Kelly C. Higgins Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Higgins, Kelly C., "A Comparative Study of Communication Intervention for Nonverbal Children With Autism." (1998). LSU Historical Dissertations and Theses. 6835. https://digitalcommons.lsu.edu/gradschool_disstheses/6835 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zed) Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A COMPARATIVE STUDY OF COMMUNICATION INTERVENTION FOR NONVERBAL CHILDREN WITH AUTISM A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Communication Sciences and Disorders by Kelly C. Higgins B.S., University of Oklahoma, 1982 M.S., University of Southwestern Louisiana, 1987 December, 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9922084 UMI Microform 9922084 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS With deepest appreciation I would like to acknowledge Dr. Janet Norris, who helped me to see the complexity that comprises and shapes language and cognition. Thank you for challenging me to see these processes from a broader and deeper perspective. Before my experience with you, I was gazing through a glass darkly. I would like to acknowledge my committee members, whose individual contributions have been uniquely meaningful. To Dr. Paul Hoffinan, who introduced me to the doctoral process when I first started this path, and whose quiet support while I walked that path has been appreciated. To Hugh Buckingham, whose direct and indirect encouragement was supplied at critical points in my educational process, and whose humor sustained me in more ways than he can know. To Janet McDonald, whose valued contributions provided enrichment and balance to my education and research. I would also like to acknowledge fellow comrades: Janice Feagan DelToro, for her friendship, and for refurbishing my motivation and providing me (sometimes fortuitously) with the assistance I needed at key points in time; and Kathy DeKemel, for her deliberate kindness in indoctrinating me into the club. Many friends have provided support. To Lisa Connery, Diane Whittington and Debbie Richard, for their sympathetic listening; and to Pam Schoeb, who called in all her resources to respond to my emergency call, and who has consistently provided support through thick and thin. I would like to acknowledge my sisters: Sher, for sustaining in me a sense o f accomplishment in this process, and Shannon, for helping me to find peace when I could not find it on my own. ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. With deepest heartfelt gratitude I would like to acknowledge my husband and children. To my husband Jim, who set aside reason and never complained during a long process that defied practicality, but was important to me. I know that without your support I never would have achieved this goal. To my children, Allyson and Matt, thank you for your patience and hugs. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGEMENTS .............................................................................. u ABSTRACT......................................................................................................... vi INTRODUCTION............................................................................................... 1 Evolution of Theory of Deficit ..................................................................... 4 The Evolution of Theoretical Basis for Intervention ................................... 20 Summary ........................................................................................................ 52 METHOD.............................................................................................................. 53 Research Design............................................................................................ 53 Subjects....................................................................................................... 56 Intervention Paradigms ..................................................................................63 Procedure .......................................................................................................73 Reliability ..................................................................................................... 88 Summary ........................................................................................................ 89 RESULTS.............................................................................................................. 91 Characterizing Adult Interactions ..................................................................91 Characteristics of Adult Interaction ...............................................................92 Measures of Child Behavior ....................................................................... 103 Results Summary ....................................................................................... 156 DISCUSSION...................................................................................................... 158 Addressing the Questions of the Study ........................................................ 158 Theoretical Foundations of Developmentally-Integrated Therapy 161 Addressing the Deficits Associated with Autism ..................................... 174 Implications for Current Issues in the Literature ........................................182 Limitations of the Study .............................................................................. 187 Suggestions for Future Research ..................................................................190 LITERATURE CITED....................................................................................... 192 APPENDICES A LANGUAGE HIERARCHY.................................................................. 202 B SITUATION-DISCOURSE-SEMANTIC MODEL (SDS).................. 203 C GUIDELINES AND EXAMPLES OF INTERACTION UTILIZING NORRIS AND HOFFMAN'S INTERVENTION MODEL................................................................... 207 D SAMPLE INTERACTONS FROM ADULT-INITIATED AND CHILD-INITIATED FORMATS.....................................212 E INFANT SCALE OF NONVERBAL BEHAVIOR (FROM NORRIS & HOFFMAN, 1990A).............................................. 213 iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. F DIAGNOSTIC CRITERIA FOR AUTISTIC DISORDER 214 G PARENT CONSENT FORMS.......................................................... 215 H METHODS OF VIDEO TRANSCRIPTION.................................... 218 I OBSERVATION RATING SCALE.................................................. 220 VITA.................................................................................................................... 221 v Reproduced
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