Discrete Trial Training (DTT)

Plain-English summary

Researchers studied how to help children with autism learn to respond to both spoken words and what they see at the same time. They taught 5 children with autism two specific skills: naming parts of things and grouping things by speaking about categories. After learning these skills, all children could successfully combine spoken and visual information. This is important because children use this skill often in everyday situations.

Summary by AutismInsights from published abstract.

Plain-English summary

Researchers studied how to best teach vocabulary to bilingual children with autism. They compared teaching both languages at once versus teaching English first, then the second language. While both approaches worked, teaching both languages together helped children better tell the languages apart. However, teaching just one language was much more efficient than teaching two languages in sequence. This research helps families and therapists decide the best language teaching approach.

Summary by AutismInsights from published abstract.

Plain-English summary

This study tested two different ways to help autistic preschoolers with very limited speech learn to communicate better. 164 children got one hour of therapy each day for 6 months at their preschools, then researchers checked their progress again 6 months later. Both therapy types helped - children gained about 6 months of language skills during treatment. Some children did better with one type of therapy depending on their starting abilities, like how well they could point to share interest or understand language.

Summary by AutismInsights from published abstract.

Plain-English summary

Researchers compared two ways of teaching children with autism to match sounds with pictures. Both methods worked well for most children (5 out of 6), but one method was faster and needed fewer sessions. The study supports using the 'conditional-only' method as it helps children learn the same skills more quickly.

Summary by AutismInsights from published abstract.

Plain-English summary

Researchers taught two children with autism to answer questions using an iPad communication app. They used a step-by-step teaching method that included physical guidance, practice sessions, waiting for responses, and rewards. Both children learned to answer questions and kept using these skills weeks later, even in new places. Teachers who hadn't used iPad communication tools before found them helpful and practical for teaching communication.

Summary by AutismInsights from published abstract.

Plain-English summary

This study looked at whether combining two teaching methods (DTT and PRT) could help autistic children improve their joint attention skills - things like making eye contact, following directions, and showing objects to others. Two preschool children took part, and both showed better joint attention skills after the teaching program. Joint attention is important for communication and social skills development.

Summary by AutismInsights from published abstract.

Plain-English summary

Researchers taught three autistic children to name two objects, then tested if they could learn a third object's name without direct teaching. All children successfully learned the new word by figuring out it must be the unnamed object when given choices. This suggests that teaching some words directly can help children learn other words more efficiently through this 'process of elimination' approach.

Summary by AutismInsights from published abstract.

Plain-English summary

This study looked at how school principals' leadership affects how well teachers use autism interventions in classrooms. Researchers studied three different teaching methods in 65 schools and found that when principals were strong leaders in supporting these programs, it created a better school environment that helped teachers use the most complex intervention more effectively. However, leadership didn't seem to matter as much for simpler interventions. This suggests that having supportive leadership is especially important when schools try to implement more complicated autism programs.

Summary by AutismInsights from published abstract.