Implementing responsive intervention strategies with bilingual school-age children with autism spectrum disorder
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There are limited empirical guidelines for providing language intervention for school-age children with autism spectrum disorder (ASD) of bilingual and culturally diverse backgrounds. This alternating treatments study examined communication production of a bilingual child with ASD across Spanish and English contexts when participating in a responsive communication interaction intervention replicated across three school activities. Results show an increase in communication over the course of the four-week intervention with specific communication patterns across each language context.