Stimulation of Executive Functions As Part of The Language Intervention Process in Children With Autism Spectrum Disorder
Stimulation of Executive Functions As Part of The Language Intervention Process in Children With Autism Spectrum Disorder
Stimulation of Executive Functions As Part of The Language Intervention Process in Children With Autism Spectrum Disorder
VERLY HOSEA
AIMS
Identifying effective methods for stimulating language
and communication of children with autism spectrum
disorder (ASD) is fundamental to the effective use of
available resources to support these children. This pilot
study was designed to explore the potential benefits of a
program of stimulation of executive functions (SEF) on the
functional aspects of language and communication through
the assessment of the functional communicative profile and
social-cognitive performance
METHODS
Twenty children, aged 5–12 years, with a diagnosis of ASD
participated in the study. Two stimulation programs were
offered over a 10- to 12-week period as part of the regular
services offered to these children through a University’s
speech and language therapy outpatient clinic in São Paulo,
Brazil. Children either received SEF intervention in their
home implemented by their parent/s, with close monitoring
by the speech-language pathologist (SLP) (group 1), or they
received SEF by the SLP during regular speech-language
therapy individual sessions (group 2)
RESULTS