Autism

Paper Summary:

This study evaluates the usefulness of a written draft program in educating conversational communication skills to vocal and well-read children suffering from autism. Additionally, generality of conversational skillfulness gathered from the written draft program is measured with untaught subjects of conversation, and with a dissimilar conversational associate in a dissimilar location. Paper includes copies of articles used by the author.


Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Assumptions
Delimitation
Individual Education Plan
Historical Overview
Relevant Theoretical Literature
Review of Published Outcome Studies
Relevant Research
Research Design
Site Setting
Population
Sample
Measurement Methods
Procedure
Data Analysis
Summary

From the Paper:

"While developing social skills of autistic children, it is common knowledge that extremely high levels of language disorders are a trademark characteristic (Baker, 2001; Chassman, 1999; National Research Council, 2001). Just about fifty percent of children suffering from autism are found to be practically voiceless (National Research Council, 2001) at the same time the rest of the children suffering from autism who do converse show stern language discrepancies (e.g., Waltz, 1999; Attwood, 1998; Attwood, 2003). More often than not, speech has been limited to simple replies to queries, or to concise terms of a requirement or longing (e.g., "1 would like a cookie") (Seroussi, 2000)."

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