Efficacy of the Direct Instruction Language for Learning Program to Promote Expressive and Receptive Language in Children with Autism Spectrum Disorder
Abstract
Available information indicates that as many as 75 percent of children with autism spectrum disorder (ASD) have language delay ranging from moderate to extreme. Many interventions have been developed to address language delay including intensive treatment using applied behavior analysis (ABA). Although often effective for severe language delay (e.g., children with no language), intensive ABA intervention may not be needed for children with moderate language delay. Untreated moderate language delay predictably interferes with the childs ability to advance in the social and academic domains. Direct Instruction Language for Learning (DI-LL) is a highly structured intervention with empirical support in children with language delay uncomplicated by autism spectrum disorder.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jul 01, 2018
- Accession Number
- AD1060298
Entities
People
- Andrea Evans
- Lawrence Scahill
- Rebecca Kilbourne
Organizations
- Emory University