Teaching receptive labelling to children with autism spectrum disorder: A comparative study using infant-directed song and infant-directed speech

Abstract

Background There is a growing body of literature investigating the efficacy of music interventions for children with autism spectrum disorder (ASD); however, little empirical research has been conducted into the use of musical elements to facilitate language learning.

Methods This crossover-design study compared the responses of 22 children with ASD (M age = 5.88 years) to sung and spoken instructions embedded into a computer-based communication intervention designed to teach receptive labelling.

Results There was no significant difference between the sung and spoken conditions. Following both conditions, there was a significant increase in receptive labelling skills; skills were generalised and were maintained at follow-up. A difference in group performance was found.

Conclusion Further research is required to investigate child characteristics that may impact on children's performance using this approach.

Keywords:

• autism spectrum disorder
• communication
• children
• intervention
• music

Acknowledgements

We would like to acknowledge the support of the principals, teachers, parents, and students from the participating State Special Schools. In addition, we thank Jacqui Cuny for the contribution of her musical skills in the development of the auditory material.