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. 2014 Winter;8(1):37-46.

The effects of imitative vs. Cognitive methods on the speech development of children with autism

Monireh Jalili  1 , Nader Jahangiri  1 , Amir Amin Yazdi  2 , Farah Ashrafzadeh  3
Affiliations

The effects of imitative vs. Cognitive methods on the speech development of children with autism

Monireh Jalili et al. Iran J Child Neurol. 2014 Winter.

Abstract

Objective: The present study was performed to examine the effects of two speech therapy methods on six verbal behaviors of autistic children, including oral speech, listening, organizing, speaking, semantics, and syntax.

Materials & methods: IN THIS STUDY, THIRTY CHILDREN WITH AUTISM WERE ASSIGNED TO ONE OF TWO GROUPS: imitative and cognitive groups. Before starting the main procedures of the study, the children of both groups were homogenized concerning their autism level. In the first phase of the study, the speech development level of the two groups was measured in a pre-test, in which both groups showed similar results. Then, both groups of children received 6 months of speech therapy instruction, during which one group was taught using an imitative method, while the other group was being worked with cognitive method.

Results: After 6-month treatment period, a post-test was done, and the t-tests based on the data of the two groups revealed a significant difference between the results.

Conclusion: The statistics showed that after the teaching period, autistic that worked with cognitive method gained a better development in their speech abilities, comparing to those worked with the imitative method.

Keywords: Autism; Cognitive method; Imitative method; Speech development.

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Figures

Fig 1
Fig 1
The progress of speech abilities in group A
Fig 2
Fig 2
The progress of speech abilities in group B
Fig 3
Fig 3
Comparison of group A and B in T2
See this image and copyright information in PMC

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