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Prior evidence suggests that behaviours closely related to the intervention delivered for autism are amenable to change, but it becomes more difficult when generalising treatment effects beyond that immediate context.

These data also implicate the importance of evaluating and considering nonverbal skills, both cognitive and social, when developing interventions and setting goals for language development. This study highlights that many severely language-delayed children in the present sample attained phrase or fluent speech at or after age 4 years. Stereotyped behavior/repetitive interests and sensory interests were not associated with delayed speech acquisition. In the multivariate analyses, higher nonverbal IQ and less social impairment were both independently associated with the acquisition of phrase and fluent speech, as well as earlier age at acquisition. No demographic or child psychiatric characteristics were associated with phrase speech attainment after age 4, whereas slightly older age and increased internalizing symptoms were associated with fluent speech. Logistic and Cox proportionate hazards regression analyses examined predictors of phrase and fluent speech attainment and age at acquisition, respectively.Ī total of 372 children (70%) attained phrase speech and 253 children (47%) attained fluent speech at or after age 4. We hypothesized greater autism symptomatology and lower intelligence among children who do not attain phrase/fluent speech, with nonverbal intelligence and social engagement emerging as the strongest predictors of outcome.ĭata used for the current study were from 535 children with ASD who were at least 8 years of age (mean = 11.6 years, SD = 2.73 years) and who did not acquire phrase speech before age 4. Life is not about waiting for the storm to pass, it is about learning to dance in the rain.To examine the prevalence and predictors of language attainment in children with autism spectrum disorder (ASD) and severe language delay. The children I work with continue to teach me lessons, including accepting others and myself for who they are.

“I am inspired by what I have learned from Applied Behavior Analysis (ABA) and the impact it has on a family’s life.

Kate currently serves as our Program Coordinator and is ProLoquo proficient. In 2013, she received the Dallas Child “Mom Approved” therapist award.

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Kate was introduced to Applied Behavior Analysis after graduation where she has trained many therapists and parents on how to implement and understand ABA programs for nearly eight years. This has given her close to 10+ years of experience working with children on the autism spectrum and other developmental disabilities. Kate graduated from the University of North Texas with a Bachelor of Science degree in Developmental Family and Early Childhood studies with an emphasis in early childhood development and intervention in 2008.